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vi CONTENTS
Suggestions for Effective Practice 24

Questions for Reflection 24
Suggested Supplementary Readings 25
Suggested Website 25
2 Consultants, Consultees, and Collaborators 26

Case Example 1: An Ineffective Consultant 27
Case Example 2: An Effective Consultant 27
Characteristics of Effective Consultants and Collaborators 28
Skills Necessary for Consultation and Collaboration 29
Interpersonal and Communication Attitudes 29
Interpersonal Skills 30
Communication Skills 31
Skills Related to Cultural Diversity 32
Problem-Solving Skills 33
Skills in Working with Organizations 34
Group Skills 34
Ethical and Professional Behavior Skills 35
Roles Consultants and Collaborators Assume 36
The Nature of Consultant Roles 36
The Categorization of Roles 36
Common Consultation Roles 37
Internal and External Consultants 42
An Orientation to the Models of Consultation
and Collaboration 43
The Consultee as a Variable in the Consultation Process 44
Research in Consultation and Collaboration 45
Summary 48
PART II The Stages of Consultation and Collaboration 50
3 An Overview of the Generic Model of Consultation

The Phases of the Entry Stage 54
The Phases of the Diagnosis Stage 55
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
CONTENTS vii
The Phases of the Implementation Stage 55

The Phases of the Disengagement Stage 55
Putting the Generic Model into Practice 56
Examples 56
Case 3.1: Consultation 57
Multicultural Competence Using the Generic Model 57
Case 3.2: Collaboration 58
Consultee Readiness for Change 58
Resistance to Consultation 59
System-Level Resistance 59
Consultee Resistance 60
Dealing Effectively with Resistance 61
A Brief Example of Resistance to Consultation 61
Personalizing the Consultation and Collaboration Process 62
Summary 62
4 Entry Stage 64
An Example of Entry at the Organization Client-System Level 65
An Example of Entry at the Individual Client-System Level 65
Phase One: Exploring Organizational Needs 66
Determining Whether Consultation Should Take Place 67
Why Am I Here? 68
Who Are You? 68
What Is Likely to Happen? 68
What Will Be the Result? 68
What Can Go Wrong? 68
Phase Two: Contracting 69
The Nature of Contracts 70
The Formal Aspects of a Contract 71
Elements of a Contract 72
The Psychological Aspects of a Contract 72
Phase Three: Physically Entering the System 73
Two Brief Examples of Physically Entering the System 74
viii CONTENTS
Phase Four: Psychologically Entering the System 75

Interpersonal Influence in Consultation 75
Multicultural Aspects Related to Entry 78
A Final Note on Entry 79
Case 4.1: Entry for School Consultants 80
Case 4.2: Entry for Community Consultants 81
Summary 81
5 Diagnosis Stage 84
An Example of Diagnosis at the Organization
Client-System Level 86
An Example of Diagnosis at the Individual
Phase One: Gathering Information 87
The Nature of Information Acquisition 87
Scanning and the Ecological Process 90
Methods for Gathering Information 91
Two Brief Examples of Gathering Information 96
Phase Two: Defining the Problem 96
Two Brief Examples of Defining the Problem 98
Phase Three: Setting Goals 98
The Process of Setting Goals 98
Characteristics of Effective Goals 99
Two Brief Examples of Setting Goals 100
Phase Four: Generating Possible Interventions 100
Two Brief Examples of Generating Possible Interventions 102
Multicultural Aspects Related to Diagnosis 102
Case 5.1: Diagnosis for School Consultants 103
Summary 103
Case 5.2: Diagnosis for Community Consultants 104
Suggested Supplementary Reading 106
CONTENTS ix
6 Implementation Stage 107

An Example of Implementation at the Organization
An Example of Implementation at the Individual
Phase One: Choosing an Intervention 109
Types of Interventions 112
Individual Interventions 113
Dyadic and Triadic Interventions 114
Interventions for Groups and Teams 114
Interventions for Use Between Groups 115
Interventions for the Entire Organization 116
Two Brief Examples of Choosing an Intervention
in Consultation 117
A Brief Example of Choosing an Intervention
in Collaboration 117
Phase Two: Formulating a Plan 118
Two Brief Examples of Plan Formulation in Consultation 119
A Brief Example of Plan Formulation in Collaboration 120
Phase Three: Implementing the Plan 120
Treatment Integrity 121
Two Brief Examples of Implementing the Plan
in Consultation 124
A Brief Example of Implementing the Plan in Collaboration 125
Phase Four: Evaluating the Plan 125
Two Brief Examples of Evaluating the Plan 127
Multicultural Aspects Related to Implementation 127
Case 6.1: Implementation for School Consultants 128
Summary 128
Case 6.2: Implementation for Community Consultants 129
7 Disengagement Stage 132

An Example of Disengagement at the Organization
x CONTENTS
An Example of Disengagement at the Individual

Phase One: Evaluating the Consultation Process 134
The Role of Evaluation 134
Formative Evaluation 137
Two Brief Examples of Formative Evaluation
in the Consultation Process 140
The Use of Qualitative Methods in Consultation 141
Summative Evaluation 143
The Use of Quantitative Methods in Summative Evaluation 143
The Use of Mixed Methods in the Evaluation
of Consultation 144
A Brief Example of Summative Evaluation
in the Consultation Process 145
Phase Two: Planning Postconsultation/Postcollaboration
Matters 145
Two Brief Examples of Planning Postconsultation Matters 146
Phase Three: Reducing Involvement and Following Up 146
Reducing Involvement 146
Two Brief Examples of Reducing Involvement 147
Following Up 147
Two Brief Examples of Follow-Up 148
Phase Four: Terminating 148
Two Brief Examples of Terminating 149
Multicultural Aspects Related to Disengagement 149
Case 7.1: Disengagement for School Consultants 150
Summary 150
Case 7.2: Disengagement for Community Consultants 151
8 Pragmatic Issues of Working Within an

Organization 154
Two Case Examples 155
Recent Changes in Society and Organizations 155
Implications for Consultants 156
CONTENTS xi
The Influence of Organizational Theory 156

The Bureaucratic Model 157
Open Systems Organizational Theory 157
Characteristics of Systems 158
Subsystems Within the Organization 159
The Ecological Perspective 161
Organizational Change 164
Approaches to Change 164
The Nature of Organizational Change 165
Dealing with Organizational Culture 166
The Culturally Competent Organization 168
Social Justice 169
Time Constraints 170
Case 8.1: Organizational Concepts for School Consultants 171
Case 8.2: Organizational Concepts for Community Consultants 172
Summary 173
PART III Models of Consultation and Collaboration 175
9 Mental Health Consultation and Collaboration 177

Historical Background 178
Mental Health Consultation Defined 180
Case Example 180
Key Concepts of Mental Health Consultation 181
Basic Characteristics 181
Psychodynamic Orientation 183
Transfer of Effect 184
Types of Consultation 184
The Consultation Process 184
The Client-Centered Case Consultation Process 184
xii CONTENTS
The Consultee-Centered Case Consultation Process 187

Innovations in Consultee-Centered Consultation 192
The Program-Centered Administrative Consultation Process 193
Consultee Experience in Consultation 195
The Consultee-Centered Administrative Consultation Process 197
Modifications of the Caplanian Model 199
Collaboration from a Mental Health Perspective 200
Multicultural Aspects Related to Mental Health
Consultation 201
Trends 202
Case 9.1: Mental Health Consultation for School Consultants 203
Case 9.2: Mental Health Consultation for Community
Consultants 205
Conclusions 206
Summary 207
10 Behavioral Consultation and Collaboration 209

Case Example 210
Behavioral Consultation Defined 212
Key Concepts of Behavioral Consultation 213
Scientific View of Behavior 214
Emphasis on Current Influences on Behavior 214
Principles of Behavior Change 214
The Consultation Process 215
Behavioral Case Consultation 215
An Example of Behavioral Case Consultation 224
Behavioral Technology Training 224
An Example of Behavioral Technology Training 227
Behavioral System Consultation 227
An Example of Behavioral System Consultation 228
Conjoint Behavioral Consultation 229
Collaboration from a Behavioral Perspective 230
Case 10.1: Behavioral Collaboration for School Consultants 231
CONTENTS xiii
Multicultural Aspects Related to Behavioral Consultation 231

Case 10.2: Behavioral Consultations for Community Consultants 232
Trends 233
Conclusions 235
Summary 236
11 Organizational Consultation and Collaboration 239

Case Example 240
Organizational Consultation Defined 243
Key Concepts in Organizational Consultation 243
The Organization as the Client System 243
Process Is as Important as Content 244
Edgar Schein’s Models of Consultation 244
The Purchase of Expertise Model 246
The Doctor–Patient Model 253
The Process Model 255
Collaboration from an Organizational Perspective 258
Case 11.1: Organizational Consultation for School Consultants 259
Case 11.2: Organizational Consultation for Community
Consultants 260
Multicultural Aspects Related to Organizational
Consultation 261
Trends 262
Conclusions 263
Summary 264
12 School-Based Consultation and Collaboration 267

Rationale for School-Based Consultation and Collaboration 268
Case Example of School-Based Consultation 269
Commentary 270
xiv CONTENTS
Case Example of School-Based Collaboration 270

Commentary 270
Consulting and Collaborating with School Administrators 272
School Consultation and Organization Development Change 273
Consulting and Collaborating with Teachers 275
Adlerian Consultation 277
Instructional Consultation 278
Consulting and Collaborating with Parents/Guardians/
Extended Families 282
Parent Case Consultation 283
Home–School Collaboration 284
Cross-Cultural Considerations When Working with Parents 286
Interagency Collaboration and School–Community
Partnerships 288
Multicultural School Consultation 291
Practical Matters 293
Consultation/Collaboration and Special Education 293
Response to Intervention (RTI) 293
Systems View of the School 295
Developing a Framework for Prevention and Intervention 296
Time Constraints 298
School Consultation in the 21st Century 299
Case 12.1: Consultation for School Consultants 302
13 Case Study Illustrations of Consultation

Developing a Personal Model of Consultation
The Case: Acme Human Services Center 306
A Description of the Organization 307
The Organization’s Problems 307
Existing Data on the Organization 308
The Approaches to Consultation and Collaboration 309
Mental Health Consultation 309
CONTENTS xv
Behavioral Consultation 312

Organizational Consultation 314
Ecological Perspective 318
School-Based Consultation Example 318
Background 319
Consultant and Teacher Reflections 320
School-Based Collaboration Example 327
Background 327
Collaborator and Teacher Reflections 329
Summary 338
PART IV Professional Issues and Epilogue 340
14 Ethical and Legal Issues 341

Case Example 342
Ethics and Professional Issues 343
Values and the Consultant 345
Multicultural Issues 347
Consultant Competence 349
Training as an Ethical Issue 351
The Consultant–Consultee–Client Relationship 352
Rights of Consultees 355
The Consultant and the Group 358
Issues in Intervention 359
Issues Related to Crisis/Disaster Consultation 359
xvi CONTENTS
Issues in Organizational Consultation and School-based

Consultation 360
Issues Related to the Use of Technology 362
A Note on Collaboration and Ethical Issues 363
The Consultant and the Law 364
Malpractice 364
Avoiding Legal Entanglements 365
Case 14.1: Ethics for School Consultants 366
Case 14.2: Ethics for Community Consultants 367
Summary 367
EPILOGUE 370
G L O S S A R Y O F K E Y T E R M S U S E D I N T H E BO O K 372
REFERE NCES 375
N AM E IN D E X 4 1 7
S U B J E C T IN D E X 427
✵
Preface
P sychological Consultation and Collaboration in School and Community Settings is

written for graduate and undergraduate students in the helping professions.
Students in counseling, psychology, social work, human resource development,
and other helping-profession training programs will find this book helpful as they
seek to acquire the knowledge and skill bases that lead to the effective practice of
consultation and collaboration. This book can be used either as the primary text
in consultation and collaboration courses or as a supplemental text in courses in
the helping professions. In addition to the book’s use in consultation and collab-
oration courses, many instructors have found the text useful in introductory and
“roles and settings” courses in counseling psychology, school counseling, school
psychology, student development, mental health and community counseling,
social work, and human resource development. Moreover, practicing consultants
and collaborators can find in this book a wealth of practical and theoretical infor-
mation to help guide their practice.
In addition, this text can be used in conjunction with Casebook of Psycho-
logical Consultation and Collaboration in School and Community Settings, Sixth Edition,
also published by Cengage Learning. The casebook contains several cases that
describe real-life examples of consultation and collaboration and illustrate various
approaches.
I spend a good deal of time having students work in small groups analyzing
the case studies presented at the end of each chapter and in the casebook
(Cengage-Brooks/Cole, 2014). Frequently, a great number of excellent discussions
are held based on the students’ insights and questions concerning these case studies.
Below is a table that aligns the chapters of Psychological Consultation and Collaboration
in School and Community Settings (referred to as “Core Text”) with those in the
Casebook of Psychological Consultation and Collaboration (referred to as “Casebook”).
This table assists the instructor in effectively using the two texts together.
xvii
xviii PREFACE
CORE TEXT CHAPTER CASEBOOK CHAPTER
Chapter 1: The Foundations of Consultation Chapter 1: Foundations of Consultation and

and Collaboration Collaboration
Chapter 2: Consultants, Consultees, Chapter 1: Foundations of Consultation and
and Collaborators Collaboration (cont’d)
Chapter 3: The Generic Model of Chapter 9: Implications for Effective Practice
Consultation and Collaboration
Chapter 4: Entry Stage Chapter 9: Implications for Effective Practice
(cont’d)
Chapter 5: Diagnosis Stage Chapter 9: Implications for Effective Practice
(cont’d)
Chapter 6: Implementation Stage Chapter 9: Implications for Effective Practice
(cont’d)
Chapter 7: Disengagement Stage Chapter 9: Implications for Effective Practice
(cont’d)
Chapter 8: Pragmatic Issues Chapter 6: Systems Consultation: Working
with a Metropolitan Police Department
Chapter 9: Mental Health Consultation Chapter 3: Mental Health Case Consultation
and Collaboration
Chapter 10: Behavioral Consultation Chapter 2: Problem-Solving (Behavioral)
and Collaboration Consultation: School-Based Applications
Chapter 11: Organizational Consultation Chapter 5: Education/Training Consultation
and Collaboration with School Personnel
Chapter 7: Process Consultation in a
Workplace Setting
Chapter 12: School-Based Consultation Chapter 2: Problem-Solving (Behavioral)
and Collaboration Consultation: School-Based Applications
(cont’d)
Chapter 4: Adlerian Case Consultation with
a Teacher
Chapter 8: Schoolwide Collaboration to
Implement a PBIS Program
Chapter 13: Case Study Illustrations of Chapter 10: Cases for Further Practice
Chapter 14: Ethical and Legal Issues NA
An instructor’s manual and PowerPoint slides are also available at this text’s web-
site; instructors can create a free login at login.cengage.com. The website will be a
valuable resource for your instruction and contains a variety of materials, including
test question banks, suggested class activities, and recommendations for teaching/
learning. I believe this instructor’s manual and the related slides will be very helpful
to you in teaching the concepts and skills of consultation and collaboration.
In this text, I use human service professional and mental health professional as gen-
eral terms that encompass counselors, psychologists, social workers, human
resource development specialists, and members of other helping professions.
PREFACE xix
At the same time, I have tried to respect the terminology used by the professions
covered in this text.
PURPOSE
This book provides a thorough overview of what students and practicing mental
health/human service professionals need to know and be able to do to effectively
practice consultation and collaboration in a culturally competent manner. It pro-
vides a balance of theory and practice and illustrates their interrelationship. The
book presents a generic model for application, surveys the various models to
consultation and collaboration, discusses their organizational context, and reviews
the many ethical and professional issues faced in delivering these services.
I have found that students learning about consultation and collaboration
appreciate a practical, general model for delivering these services before they
study specific approaches. As a result, I have provided a culturally sensitive
generic model of consultation and collaboration at the beginning of the text
before discussing specific models. Students will also find a large number of case
studies that illustrate how to deliver consultation and collaboration services in
real life. Furthermore, many professors note that the greatest challenge in teach-
ing consultation and collaboration is to make them practical; therefore, I have
included the numerous case studies to bring their concepts to life.
Finally, students say they benefit more from learning about consultation and
collaboration when they are involved personally. As a result, I have structured
the book so students can develop a personal model of consultation and collabo-
ration. Each chapter begins and ends with questions that stimulate and encourage
the reader to reflect on the material in that chapter. In the case studies, students
are asked to make decisions about a particular consultant’s or collaborator’s
behavior. Each chapter ends with some recommendations for effective practice.
I have attempted to write a text that is interesting, current, informative, multi-
culturally sensitive, and oriented toward practice with a solid grounding in
theory and research.
ABOUT THE SIXTH EDITION
The attention paid to consultation and collaboration by members of the helping

professions and their organizations since the first edition of this text in 1990 has
been nothing short of amazing. I am very excited about the sixth edition. I have
kept the topics and format that professors have found most helpful in their
instruction and students in their learning, while adding new topics (e.g., social
justice) and formats (e.g., even more case studies and constructivist viewpoints).
In my opinion, it is critical that any text in the helping professions be aligned
with the standards of organizations to which those members may belong. Con-
sequently, in this edition, I have made revisions with several documents in mind
xx PREFACE
that will continue to affect the practice of consultation and collaboration. I have
closely reviewed the Council for Accreditation of Counseling and Related Educational
Programs 2009 Standards (CACREP, 2009) to ensure that the specific competen-
cies related to consultation and collaboration and related material are effectively
covered. This text covers, in varying degrees, demonstrated knowledge in some
of the CACREP core curricular areas including:
1. Professional Orientation and Ethical Practice (i) advocacy processes
needed to address institutional and social barriers that impede access, equity,
and success for clients; and (j) ethical standards of professional organizations and
credentialing bodies, and applications of ethical and legal considerations in pro-
fessional counseling.
2. Cultural and Social Diversity: (b) attitudes, beliefs, understandings, and
acculturative experiences, including specific experiential learning activities designed
to foster students’ understanding of self and culturally diverse clients; (c) theories of
multicultural counseling, identity development, and social justice; (e) counselors’
roles in developing cultural self-awareness, promoting cultural social justice, advo-
cacy and conflict resolution, and other culturally supported behaviors that promote
optimal wellness and growth of the human spirit, mind, or body.
5. Helping Relationships: (a) an orientation to wellness and prevention as desired
counseling goals; (b) counselor characteristics and behaviors that influence helping
processes; (f ) a general framework for understanding and practicing consultation.
8. Research and Program Evaluation: (b) research methods such as qualita-
tive, quantitative, single-case designs, action research, and outcome-based
research; (d) principles, models, and applications of needs assessment, program
evaluation, and the use of findings to effect program modifications.
Due to the increasing popularity of school-based consultation and collabora-
tion, along with master’s degree programs in counseling adding coursework in
consultation and collaboration due to professional organization competencies,
I have carefully considered material such as the CACREP Standards for School
Counselors, the National Model: A Framework for Comprehensive School Counseling
Programs (ASCA, 2005), the Standards for Graduate Preparation of School Psychologists
(NASP, 2010b), the Model for Comprehensive and Integrated School Psychological Ser-
vices (NASP, 2010c), and School Psychology: A Blueprint for Training and Practice III
(Ysseldyke et al. 2006) to assist in the revision. In one example, consultation can
be viewed as part of the responsive service and systems support elements of the
National Model: A Framework for Comprehensive School Counseling Programs (ASCA,
2005). In another example, this text provides detailed coverage in addition to the
aforementioned CACREP common core curricular experiences, the following
elements of the CACREP (2009) Standard for School Counselors under the
heading COLLABORATION AND CONSULTATION:
M. Knowledge
1. Understands the ways in which student development, well-being, and
learning are enhanced by family–school–community collaboration.
2. Knows strategies to promote, develop, and enhance effective teamwork
within the school and the larger community.
PREFACE xxi
3. Knows how to build effective working teams of school staff, parents, and
community members to promote the academic, career, and personal/social
development of students.
4. Understands systems theories, models, and processes of consultation in
school system settings.
5. Knows strategies and methods for working with parents, guardians, families,
and communities to empower them to act on behalf of their children.
6. Understands the various peer programming interventions (e.g., peer medi-
tation, peer mentoring, peer tutoring) and how to coordinate them.
7. Knows school and community collaboration models for crisis/disaster
preparedness and response.
N. Skills and Practices

1. Works with parents, guardians, and families to act on behalf of their children
to address problems that affect student success in school.
2. Locates resources in the community that can be used in the school to
improve student achievement and success.
3. Consults with teachers, staff, and community-based organizations to
promote student academic, career, and personal/social development.
4. Uses peer-helping strategies in the school counseling program.
5. Uses referral procedures with helping agents in the community (e.g., mental
health centers, businesses, service groups) to secure assistance for students and
their families.
In another example this text covers, in varying degrees, information related to
the following elements of the Standards for Graduate Preparation of School Psycholo-
gists (NASP, 2010b): 2.2 Consultation and Collaboration; 2.4 Interventions and
Mental Health Services to Develop Social and Life Skills; 2.5 School-Wide
Practices to Promote Learning; 2.6 Preventive and Responsive Services;
2.7 Family–School Collaboration Services; 2.8 Diversity in Development and
Learning; and 2.10 Legal, Ethical, and Professional Practice.
In addition, I have studied material from the taskforce from Division 13 of
the American Psychological Association (APA), which developed Guidelines for
Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychol-
ogy/Organizational Consulting Psychology that recommend consultation proficien-
cies for psychologists.
In this edition, I have updated the material and refined the discussion of the
topics. Each page of the text has been thoroughly reviewed to ensure clarity and
currency. I have also included many new topics and more extensive coverage than
in the fifth edition. At the same time I have avoided trendy topics that do not have
a strong evidence-based relationship between theory and practice. On the other
hand, critically important topics related to multicultural competence (e.g., advo-
cacy consultation and social justice) have received the attention they clearly
deserve. The introduction to each of the four parts of the text has been thoroughly
xxii PREFACE
revised to make even clearer the purpose of each chapter in that part of the text.
The chapters of text now include a great number of examples that illustrate how
internal and external consultants would approach a consultation situation.
Throughout the text, I have again provided significant additional coverage of cul-
tural diversity, advocacy, social justice, systems theory, and ecological variables as
they affect consultation and collaboration in both counseling and psychology. Col-
laboration has asserted itself as a major force in the consultation/collaboration
arena. As a result, this edition provides more extensive coverage and examples
related to collaboration. More examples and coverage of systems-level intervention
are included to reflect the increasing view that ecological factors may impact the
individual and, as a result, more systems-level interventions are needed. In many
chapters I have provided an example on individual consultation followed immedi-
ately with an example or organizational consultation. This allows the reader to not
only better understand the nature of how these processes are different, but also
provides better coverage of organizational consultation, which is on the increase
in the helping professions. I have included a significant amount of additional mate-
rial throughout the text on prevention as there is a trend to increasingly view con-
sultation and collaboration in this way. I have provided more information and
guidance on how professionals internal or external to an organization function
when providing consultation and collaboration. Expanded coverage has been
added on response to intervention (RTI), multicultural consultation/collaboration,
and treatment integrity of interventions. The most broad-based change is an
increased focus on school-based consultation. I have again revised Chapter 12,
which focuses on school-based consultation and collaboration with administrators,
teachers, and parents. Chapters 4–10 each contain a detailed case study on school
consultation and community consultation.
Each chapter has been carefully examined and reviewed. I have updated the
introductory chapter and have added coverage of promoting consultation and
collaboration in the work setting, the multicultural limitations of consultation
and collaboration, and the levels of prevention. Some major specific changes
for each chapter include:
Chapter 1: The Foundations of Consultation and Collaboration
■ A new section on the promise of consultation and collaboration
■ Revision of some of the case studies to better illustrate consultation, collab-
oration, and their differences
■ Expanded coverage of the concept of prevention
■ New material to guide choosing between consultation and collaboration
Chapter 2: Consultants, Consultees, and Collaborators

■ Significant updating of the section on research
■ New material on culturally sensitive empathy
■ Expanded coverage of skills related to cultural diversity
■ Addition of new material on the advocate role as it relates to social justice
initiatives
PREFACE xxiii
■ A new section which provides an orientation to the models of consultation

■ A new section on the consultee as a variable in the consultation process
Chapter 3: An Overview of the Generic Model of Consultation

and Collaboration
■ This is an all-new chapter that introduces the generic model of consultation
and covers, in addition, multicultural competence, consultee readiness for
change, resistance, and how to personalize the generic model.
Chapter 4: Entry Stage

■ New material on entry for internal and external consultants
■ New material on formal versus informal entry
■ Additional case studies reflecting each phase of entry for both organizational
and individual consultation
■ Additional discussions of the implications of cultural diversity on the
entry stage
■ New information about the social influence process
■ Additional case studies
Chapter 5: Diagnosis Stage

■ New material on diagnosis for internal and external consultants
■ Additional case studies reflecting each phase of diagnosis for both organiza-
tional and individual consultation
■ Additional detailed description of data-gathering methods using multiple
methods/sources
■ Additional discussion of the implications of cultural diversity on the
diagnosis stage
■ Additional coverage of functional behavioral analysis (FBA)
■ New material on qualitative data gathering
Chapter 6: Implementation Stage

■ New material on implementation for internal and external consultants
■ Additional case studies reflecting each phase of implementation for both
organizational and individual consultation
■ Additional discussion of the implications of cultural diversity on the imple-
mentation stage
■ New material on monitoring and assessing treatment integrity
xxiv PREFACE
■ Expanded coverage of evidence-based interventions

■ Expanded coverage of adapting interventions to its multicultural context
Chapter 7: Disengagement Stage

■ New material on disengagement for internal and external consultants
■ Additional case studies reflecting each phase of disengagement for both
organizational and individual consultation
■ Additional discussion of the implications of cultural diversity on the
disengagement stage
■ New conceptualization of the use of qualitative methods
■ Additional information on maintenance planning
Chapter 8: Pragmatic Issues of Working Within an Organization

■ Addition of a new case study
■ A new section with material on social justice
■ New material added regarding changes in the nature of organizations
■ New material regarding systems theory and implications for consultants
■ New material added on the ecological perspective on consultation
■ New material added on the culturally competent organization
Chapter 9: Mental Health Consultation and Collaboration

■ Increased coverage of innovations in consultee-centered consultation that
move beyond Caplan’s contributions to an eclectic approach
■ Increased coverage of modifications to Caplan’s model
■ Inclusion of material on advocacy in mental health consultation
Chapter 10: Behavioral Consultation and Collaboration

■ New material on behavioral technology training as it relates to preparing
consultees
■ Expanded coverage of conjoint behavioral consultation
■ Inclusion of material reflecting the increasing eclectic nature of problem-
solving consultation
Chapter 11: Organizational Consultation and Collaboration

■ New information on the organization as the client system
■ New material on process consultation
PREFACE xxv
■ New material on performance consultation

■ New material on multicultural organizational consultation
Chapter 12: School-Based Consultation and Collaboration

■ New material on response to intervention and consultation
■ Expanded coverage of school collaboration
■ New material on interagency collaboration
■ New material on cross-cultural collaboration with parents
■ New material on multicultural school consultation and collaboration
■ New material on consultation/collaboration and special education
■ New material on systems-level change
■ New material on prevention in school consultation
Chapter 13: Case Study Illustrations of Consultation and Collaboration

■ Moved ecological example to a generic category
Chapter 14: Ethical and Legal Issues

■ New case on ethical decision making
■ Incorporated material from organizational consultation ethics and school-
based ethics into the chapter
■ Additional coverage on aspirational (virtue) ethics
■ Additional coverage of organizational consultation ethics
■ New material on ethics and collaboration
In addition, I have retained the glossary at the end of the text. I hope that
these additions will help the text become even more valuable and practical for
the reader.
OVERVIEW
What will you discover as you read this book? Psychological Consultation and Col-
laboration in School and Community Settings is divided into four parts. All four parts
thoroughly emphasize cultural competence. Part I sets the stage for understand-
ing consultation and collaboration as services and how they are practiced with
competence, including multicultural competence. Chapter 1 is an orientation
to the practice of consultation and collaboration: It contains an introduction, a
definition of consultation and collaboration, a brief historical overview, and
information on how you can promote consultation and collaboration within
your work setting. Chapter 2 includes a discussion of the characteristics of
xxvi PREFACE
effective consultants and collaborators and of the roles in which they engage; it
also reviews the current status of research in consultation and collaboration.
Part II describes in detail the ins and outs of the consultation and collabora-
tion processes using a model that involves four stages: entry, diagnosis, imple-
mentation, and disengagement.
Chapter 3 provides an orientation to the generic model of consultation and
collaboration; Chapter 4 is about the entry stage—that is, how the consultation
or collaboration process starts.
Chapter 5 discusses diagnosis—how the consultant or collaborator can help
determine the problem to be solved. Chapter 6 describes the implementation
stage—how the parties involved attempt to solve the problem. Chapter 7 exam-
ines the ending of the consultation or collaboration process, including the diffi-
culty consultants and collaborators face in conducting evaluation, assessing
success and how they can say goodbye in a personal yet professional manner.
Chapter 8 deals with the pragmatic issues of working within an organization.
This chapter emphasizes that all consultation or collaboration takes place within
some type of organization and that the forces in that organization impact, for
better or worse, your efforts.
Part III surveys mental health, behavioral, organizational, school-based con-
sultation and collaboration, and provides a chapter on case study illustrations.
Chapter 9 reviews mental health consultation; because of the traditional popular-
ity of Caplan’s model, I have made it the central focus of the chapter, while
recognizing the increasing eclecticism in this model. Chapter 10 explores behav-
ioral consultation, which uses behavioral technology, including cognitive
behavioral approaches, both to benefit clients and organizations and also as an
aid in training human service professionals and others such as teachers and par-
ents. Chapter 11 discusses organizational consultation, including four specialized
applications: education/training, program, doctor-patient, and process. Chapter 12
covers school-based consultation and collaboration, including how these services
can be provided to administrators, teachers, and parents. Chapter 13 presents case
study applications to give a better sense of the nuts and bolts of consultation and
collaboration.
Part IV of this text is designed to familiarize you with professional issues.
Chapter 14 focuses on the ethical, legal, and professional issues consultants and
collaborators encounter in their practices, such as those related to confidentiality,
diversity, and crisis situations.
HOW TO USE THIS TEXT
This text can be used in several ways. Some instructors might want students who
are preparing for work in schools to read Chapter 12 first and students who are
training for work in community settings to read Chapter 13 first. This would
give each student a sense of how consultation and collaboration are practiced in
his or her field. Other instructors might want to begin with Chapter 14 to instill
PREFACE xxvii
an understanding of the complexity and seriousness of the ethical and profes-

sional issues faced in the process of providing consultation or collaboration. Still
others might want to start with the generic model and cover the specific
approaches later, or vice versa. I have designed this book so that the material
can be covered in the most logical order regardless of how a particular course is
taught.
ACKNOWLEDGMENTS
I would like to thank the many graduate students in counseling and psychology—
as well as college student personnel and human resources at Western Carolina
University who contributed indirectly yet significantly to the development of this
text. Their feedback on the consultation and collaboration course I teach was an
invaluable asset in determining the final form this text would take. I also wish to
thank Mary Rompf, a graduate student at Western Carolina University, who pro-
vided invaluable assistance throughout the revision process. I extend many thanks
to Meagan Karvonen, Western Carolina University, for reviewing the evaluation
sections of Chapters 6 and 7. I continue to thank Gerald Corey, professor emeritus
of California State University at Fullerton, and Mary Deck, professor emeritus of
Western Carolina University, for their suggestions over the years concerning the
organization of the text and the instructor’s manual. In addition, I thank the large
number of professors and students who provided their opinions about the text
over the years.
I would also like to acknowledge my reviewers, among them Nicholas
Benson, University of South Dakota; Kimberly Booker, Texas Woman’s
University; Sherrie Foster, Tennessee Tech University; Elaine Kies, National
Louis University; and Stacy Van Horn, University of Central Florida. These indi-
viduals furnished me with a wealth of helpful ideas and many valuable comments.
To my wife and life partner, Leslie, my deepest appreciation for her love,
support, and understanding during the preparation of this text and for helping
me remember that work is always there and love is not always as accessible. To
our children, Ashley and Matt, thanks for helping me remember how to play.
Finally, to the talented people at Cengage–Brooks/Cole, I extend my grati-
tude for being able to work with a first-class group of professionals. It was a true
pleasure to work with them and others who helped make this book a reality.
✵
To the Student
C onsultation and collaboration are “head, heart, and hands” processes. You
come to understand them, then you become a strong advocate for them,
then you do them with a passion.
The often-used metaphor of the bicycle rider sheds light on what it takes
to be an effective consultant and collaborator. The front wheel provides
direction, the back wheel provides the force, and the rider guides the bike to
its destination. The rear wheel represents your technical skills (what you do
when you consult or collaborate), the front wheel represents your skill with people
(how you consult or collaborate), and the rider represents your personhood (who
you are). When all three elements are in sync, it becomes more probable that you
will succeed in your consulting and collaborating endeavors. This book will help
you become an even better “bicycle rider.” You might want to take special note
of the questions at the beginning of each chapter. They are designed to stimulate
thought about each chapter’s main points as you read. In addition, the questions at
the end of each chapter will assist you in applying what you have learned through
your reading. I hope you will take the time to reflect on these questions after you
have completed each chapter. Each chapter concludes with a few suggestions for
effective practice, which will help you determine how to use the chapter’s material
in your practice of consultation and collaboration.
In addition, supplementary readings are suggested at the end of each chapter.
I have chosen these readings carefully and encourage you to read those that
interest you. You will note that there are a variety of case studies throughout
the text. The focus of some cases will not be in your professional training area.
Nonetheless, the analysis of these cases can be quite beneficial to you, because it
is the process of the analysis and not the cases themselves that is critical.
I also suggest that you look over Chapters 8, 13, and 14 after you read
Chapters 1 and 2.
Even a cursory glance at these chapters will show you the many important
issues you will face in your practice of consultation and collaboration.
xxviii
TO THE STUDENT xxix
Chapter 8 covers a variety of issues related to working in an organizational

context. By skimming through this chapter, you can appreciate the complexity
of organizations and, consequently, of consultation and collaboration within
them. Chapter 13 presents the case of Acme Human Services Center and illus-
trates how various consultation approaches can be applied to that case. This
chapter also includes a case study transcript of both a consultation session and a
collaboration session. By looking through this chapter, you can get a feel for the
nuts and bolts of real-life consultation and collaboration. Chapter 14 discusses
ethical, professional, and legal issues.
Once you have obtained a perspective on how consultants actually consult
and how collaborators actually collaborate, you can more readily see the critical
importance of such procedures as creating relationships with the people with
whom you are going to work and determining the interventions that emerge
for use with the client system.
This is a book about consultation and collaboration: what these services are,
how they are effectively practiced, and the forms they can take. I sincerely hope
that after reading this book you will be motivated and empowered to perform
consultation and collaboration confidently and effectively.
P A R T I
Consultation and Consultants,

Collaboration, and
Collaborators
C onsultation and collaboration are forms of service delivery that are expected
from members of the helping professions in a variety of settings. These
services are continually developing as their research base develops. What kinds
of things might you do as a consultant or collaborator? The purpose of Part I
of this text is to offer you an answer to this question by providing a snapshot
of consultation and collaboration and what the people who effectively engage
in these services actually do. This section is designed to assist you to develop a
basic sense for these services both conceptually and practically while preparing
you for the chapters that follow.
In Chapter 1, consultation and collaboration are defined, contrasted with
other helping relationships, and examined in several contexts, including their
multicultural limitations, historical development, and social influences such as
systems theory. Chapter 2 provides a frame of reference for the effective practice
of consultation and collaboration by focusing on the knowledge, skills, attitudes,
roles, and research base necessary to provide these services effectively and in a
culturally competent manner.
1
The Foundations of
T he goal of this chapter is to introduce the concepts of consultation and

collaboration, define them, and show how they differ from one other and
from other services performed by mental health and human service professionals.
Here are five questions to consider as you read this chapter:
■ How would you define consultation and collaboration so that a layperson could
easily define them?
■ What are the key differences between consultation and collaboration?
■ What do consultants and collaborators actually do when they provide
services?
■ What are the implications of the multicultural limitations of consultation and
collaboration for effective practice?
■ How can consultation and collaboration be both remedial and preventive?
What is consultation? What is collaboration? What do psychologists, counselors,
social workers, college student personnel, human resource specialists, and other
members of the helping professions do when they consult and collaborate? What
special knowledge and skills do consultants and collaborators need to practice
effectively? What roles do consultants and collaborators take on in their work?
How do issues related to diversity, social justice, multiculturalism, and prevention
figure into their effective practice? Students can begin to develop a personal style of
providing consultation and collaboration by developing answers to the aforemen-
tioned questions.
When professionals in the helping relationships engage in consultation, they assist
individuals and groups for the purpose of helping them to be more effective in their
jobs, whether on the individual, group, organizational, or community level. Consul-
tation is a helping relationship in which those in the helping professions provide the
2
CHAPTER 1 THE FOUNDATIONS OF CONSULTATION AND COLLABORATION 3
conditions so that individuals and/or groups in a vari- ■ A counseling psychologist consults with a
ety of settings (e.g., agencies, schools, and businesses) nursing home director about recreation pro-
improve their effectiveness. Simply put, consultation grams for patients suffering from Alzheimer’s
is an interpersonal helping relationship that uses prob- disease.
lem solving to achieve its ends. ■ A family therapist trains school counselors in
This apparently simple process is actually quite family systems theory for use in their work.
complex. You’ll learn that consultants provide assis- ■ A professor of human services assists a job corps
tance to the people with whom they are working
center staff in developing culturally competent
(called consultees) with their immediate problems
practice.
with the parties the consultees are charged with
helping (called the client system). Said another way, ■ A team of school-based consultants assists
in these relationships, the consultee is the individual teachers in finding ways to help students cope
seeking assistance with an immediate problem in with school violence.
their work with another individual or group, ■ A psychologist diagnoses the reasons for high
which is referred to as the client system. Consul- turnover in a social services agency.
tants also try to improve their consultees’ profes- ■ A counselor assists the staff of a counseling
sional functioning with current and future client center in identifying its major work concerns
systems with similar problems, thus having a pre- and in making plans to solve them.
ventive effect. You’ll discover that the client system ■ A mental health worker assists a Head Start
can consist of an individual, a group, a system, an
program in developing evaluation strategies for
entire organization, or the community at large. As
its parent training program.
we will see, this is an important fact to remember
when dealing with multicultural, diversity, and ■ A social worker assists a group of rural human
social justice issues. service agencies to build a network for
Part of this assistance is in helping consultees responding to common issues.
become more aware of additional choices or alter- ■ A community mental health worker facilitates a
natives for working with their client systems. Con- group of other mental health professionals in
sultants engage consultees in joint problem solving, developing an ecological approach and practice
typically of a collaborative nature, and consultees that emphasizes outreach and client advocacy
are free to accept or reject any consultant recom- strategies for assisting ethnic minorities.
mendations. The consultant typically tries to be a ■ A group of mental health consultants assists a
facilitator in the process whenever possible as university in examining and revising the mental
opposed to taking on the expert role. health aspects of its crisis communication plan.
Consultation is practiced by counselors,
psychologists, and social workers in a variety of As you will note as you read this text, collabora-
settings for a variety of reasons. Consider the fol- tion is quite similar to consultation. Those parties
lowing examples: with whom the member of the helping professions
collaborates are termed fellow collaborators. The
■ A psychologist helps a therapist deal with prob-
majority of what holds for consultation in terms
lems she is having with one or more clients in her
of underlying assumptions and characteristics also
caseload.
holds for collaboration. For example, both are
■ A school counselor works with a school teacher problem-solving activities. However, as we will
to improve classroom management techniques. learn in detail, there is one distinctive area in
■ A school psychologist facilitates team efforts to which consultation and collaboration differ. This
implement a response to intervention (RTI) major differentiating point is that, in collaboration,
program. it is assumed that direct service from the member of
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1. C (carbon) + 2O (oxygen) burns to CO2 (carbon dioxide). Non-
poisonous.
The two-stage combustion with insufficient air:
2. C + O burns to CO (carbon monoxide). Poisonous.
3. CO + O burns to CO2. Non-poisonous.
Carbon monoxide asphyxiates by forming a chemical compound
with the hæmoglobin of the blood, which therefore is prevented from
supplying the body with the oxygen that is required for the
sustenance of life.
Carbon dioxide is no such poisonous product, as may be inferred
when we remember that it is the gas with which our carbonated
waters are charged and which is so commonly served with ice cream
in ice cream soda.
Now in a gas producer, by maintaining a sufficiently thick bed of
glowing coal and admitting only such amounts of air as will produce
mainly carbon monoxide gas, a product of high burning value is
obtained. A kilogram (2.2 pounds) of carbon in burning from C to CO
generates only 2450 calories or heat units, whereas its complete
burning to CO2 would give 8080 calories. So by conducting the
carbon monoxide gas—the product of the first stage of the
combustion—through brick-lined pipes to the furnace, and in the
latter by addition of air allowing it to burn to CO2, the greater
amount of heat (i. e., 8080 minus 2450 or 5630 calories) is evolved
in the furnace. Of course, some of this theoretical two-thirds which is
in this way made available at the furnace is lost because a little CO2 is
formed, and always the nitrogen of the air used greatly dilutes the
gas. But there are gains, notably the great heat which is carried over
by the hot gas from the glowing bed of coal and that from the water-
gas which is formed from steam used in the producer. So, all in all,
the gas generated in a “battery” of gas producers, all of which
discharge into one large main or header to maintain gas of average
composition, is quite a satisfactory fuel.
CHAPTER X
CAST IRON
From the preceding chapters we now know pretty well the place
which cast iron occupies in the iron family. In the chapters which
have succeeded the one in which we discussed the blast furnace and
pig iron, every one of the products except crucible steel has been
produced through some “refining” operation which greatly changed
the composition, structure and properties of the product. Cast iron is
not the result of a refining operation in this sense of the word. It is
produced through simple mixing of pig irons of various
compositions, usually with some admixture of iron castings of
similar composition which have outlived their usefulness in the
industrial world and have been returned as scrap to be remelted.
When we say that cast iron is not produced through a refining
operation, it must not be inferred that no change in composition
occurs during the remelting. There is some change, notably a loss
through oxidation from the air blast of a little of the silicon and
manganese. Aside from this there usually will be absorption of
enough, or sometimes more than enough, carbon from the coke used
in melting to make up for the carbon which is oxidized. Usually some
sulphur also is taken up from the fuel. There is, however, no such
actual or intended alteration of composition through burning out of
the metalloids as is necessary for the production of wrought iron and
steel.
But from this we must not assume that the manufacture of cast
iron for chilled rolls, car wheels, machine parts, valves and fittings,
etc., is an easy proposition. As we will soon see, accurate regulation is
required of metal for proper depths of “chill” for rolls, car wheels and
castings which must have high resistance to wear. Too, the metal for
valves and fittings and other more or less complicated castings for
high steam, air, ammonia, water, etc., must be uniform, of close
grain, strong, yet soft enough to machine easily at the extremely high
speeds which modern efficient tools and methods demand. The
production of the best metal for such work requires the use of
properly selected materials, judicious mixing, and clever operation of
the cupola furnace, that the molten metal delivered to the foundry
for the pouring of the molds may be hot and fluid and of the right
composition for the particular work in hand.
It is always interesting and
instructive to follow the materials
through their course from the “raw”
state to finished products, and,
therefore, we are going to take you on a
little trip from the receiving yard of a
firm making cast iron goods where we
see the cars of pig iron just in from the
blast furnace and where the materials
are sampled and held pending
analysis, to the laboratory where the
samples are analyzed, then to the
storage bins where the materials are
unloaded, and, later, with the weighed Sampling Cars of High
charges, to the cupolas which convert Silicon Pig Iron
them into molten cast iron of the
proper composition and quality for
high grade castings.
Twenty years ago it looked as if the
iron foundry would be one of the last
strongholds of “rule-of-thumb” to give
way to scientific methods. It does not
look so to-day, though there are many
foundries which yet buy and use their
pig iron on the basis of fracture; i.e.,
the foundryman guesses by judging of
Sampling the color and closeness of grain and
Other Pig other characteristics of fresh fractures
Irons of the pig irons how suitable they are
for his purpose and in what proportion
Pig irons of lower silicon to mix them. A skillful man can get fair
content cannot be broken results in this way only so long as he
easily with a sledge but uses the small number of brands of pig
usually are thrown from a iron with which he is perfectly familiar,
height across an iron block. and even then there must be but little
fluctuation in composition of the irons
used and he must be allowed
considerable latitude in the quality of the iron which he produces.
Success by this method is even more difficult now than it was ten
years ago, for the advent of many new blast furnaces and their
greater variety of products have made this rule-of-thumb mixing a
much more uncertain matter than it formerly was. Machine-made
pigs, which are so generally on the market now, give fractures which
tell little regarding their compositions.
While some foundries still attempt
to accomplish this difficult and
sometimes impossible feat, the
majority are now applying more
scientific methods to their
manufacture of cast iron.
Though the eye cannot tell surely
from the fracture the composition or
quality of the iron which is used in
making up the charges, chemical
analysis does definitely give this
information. Therefore, every car of
pig iron purchased by this firm is
sampled and analyzed, the
composition of all other materials used
in its mixtures is determined, and,
irrespective of fracture, which may or
may not tell the truth regarding their
composition, the raw materials are Drilling the
charged with respect only to their Samples
actual content of the metalloids. The
resulting molten iron each day is
analyzed to confirm the correctness of No oil or other lubricant is
the mixture and to furnish analysis of allowable and the drillings
the “sprues” which next day are to be are taken up with a magnet
used as a part of the day’s charge. that no sand or other
Physical test bars, too, are cast each impurity may get into the
hour or so, and the tensile, transverse sample for
strengths, hardness, shrinkage, etc. are analysis.
accurately determined in testing
machines and recorded. In this way
absolutely nothing is left to chance or to guess work, and, as you may
surmise, any slight deviation from the composition desired is shown
at once and the mixture immediately changed to the extent necessary
to bring the iron back to normal. It is surprising within what narrow
limits of variation compositions and physical properties can be held,
with furnace operations continually under such surveillance.
As the basis for its cast iron, many
thousands of tons of pig iron are each
year used direct from the blast
furnaces. The raw materials come in
railroad cars or by boat. The inspector
who represents the metallurgical
department enters each car and
inspects the materials, taking from
each a representative sample for
analysis. In the case of pig iron this
Weighing will be from four to eight half pigs, it
Out having been found by experience that
Portions these represent very well the contents
for Analysis of the car. So each car of material is
held without unloading until it has
been determined by inspection and
The finely divided mixed analysis that it is fully up to the
drillings are shaken from a specifications upon which the iron was
thin-bladed spatula on to purchased.
the balance pan. Drillings Arriving at the laboratory, the half
are added or taken off until pigs from each car are drilled, equal
the long needle attached to amounts of the drillings being taken
the beam of the balance and mixed in an envelope which bears
swings over an equal the name of the brand of iron, the
number of divisions on number of the car, the date, etc. The
each side of the center
mark of the white scale in sample pigs from each car are treated
the middle. Accuracy is in this same way, each car being
1/453,000 of an treated individually.
avoirdupois pound; this is The envelopes containing the
approximately the weight drillings then go to the chemists.
of the lead of a “pencil Frequently samples from fifteen or
mark” one inch long. twenty cars of pig iron, with as many
other samples of various derivation,
are being analyzed at the same time for
the four or six different constituents which it is necessary for the
metallurgists to know and control in order that a highly satisfactory
product may result. Though a hundred different determinations may
be in progress at the same time, spelling “chaos” in the mind of one
not entirely familiar with the details of the work, it will be interesting
to single out and explain briefly how the samples are analyzed.
In such analytical work everything is
based upon weight; i.e., constituents
are determined and reported in
percentages by weight. In chemical
laboratory work everywhere the metric
system is used, the cumbersome
English system of weights and
measures being practically impossible.
Thus, the metric system is the
international scientific standard. The
unit taken is the gram, which is
equivalent to ¹⁄₄₅₃ part of an
avoirdupois pound. One gram of pig Closer View of the
iron drillings is such an amount as Weighing
could be held on an ordinary ten-cent
piece.
Working with such small amounts of the sample, exactness and
skill are extremely necessary. The balances used are necessarily very
delicate—just as delicate as were the scales upon which the jeweler
weighed your diamonds—you remember, of course. On these
balances we can weigh an inch-long mark made by an ordinary lead
pencil.
As the results of the analysis have to
be known inside of three or four hours
that the cars may be quickly unloaded
in order to avoid demurrage, which is
the penalty for holding cars longer
than the allowable time, separate
portions of each sample are weighed
out for determination of the silicon,
manganese, sulphur, phosphorus,
graphitic carbon, and combined
carbon. These are necessary in order to
determine that the iron is up to the
quality specified in the purchase
contract and also to provide for its
most efficient use in the manufacture
Dissolving in Acids of iron castings.
The exactly weighed portions are put
This is done under a hood into clean, numbered beakers, which
that the irritating fumes are small pieces of high grade
given off may be kept from glassware that will stand sudden
the room. changes of heat and cold. Some of
these portions are dissolved in nitric
acid, some in hydrochloric acid, others in combinations of acids. In
each case the drillings go into solution in the acids, and after various
treatments of boiling, evaporating, filtering, etc., well known to those
of the chemical profession, the desired results are obtained. In some
cases it is by actually weighing a constituent which has been filtered
out and burned to ash of a constant known composition, in others it
is by comparison of color with standards of known composition, and
sometimes it is by other means.
In all of this analytical work the chemist must take care to lose not
one drop of the solution or one grain of the ash from the burned
“precipitate,” as the “filtered out” constituent is called.
The pig iron is always bought upon guarantee that it will contain a
certain percentage of silicon—the element which in cast iron is
known as a “softener.” But this is not the only thing necessary in the
iron that is purchased. It must also show proper specified quantities
of manganese, phosphorus and carbon, which also are very desirable
elements in iron castings, and as little
of that undesirable element, sulphur,
as possible. Therefore they pay in
proportion to the content of silicon,
manganese, phosphorus, and carbon—
and penalize the seller for sulphur.
The
laborator
y holds
copies of
the
contracts
upon Filtering
which Silicons
these
material
“Burning s were After evaporating the
off” the bought. excess acid, baking dry,
Silicons If, upon cooling, and redissolving in
comparis weaker acid, the silicon
on, the compound formed may be
The paper and contents, in analysis filtered out. The iron and
a little crucible, are placed obtained other soluble constituents,
in a red-hot muffle furnace. complies now in solution, pass
The paper is such pure with the through the filter, which is
cellulose that it leaves no terms of of pure, porous, unglazed
weighable ash. That which the paper.
remains after burning is contract,
silicon oxide, which is a an O. K.
perfectly white, fine sand. unloading slip is made out and the
This is very carefully receiving department is given
weighed. (Ordinary sand is directions into what raw-material bin
silicon oxide usually in the receiver building it shall be
slightly colored with iron.) unloaded. If not fully up to the
standard called for in the contract, the
purchasing department is notified and the car is either rejected or
accepted upon some proper terms of adjustment if it can be used
without detriment to the product in which it is to be utilized.
Cars of coke, limestone, fluorspar, etc., are inspected, analyzed and
treated in the same way, so that nothing is left to guess work. The
compositions as determined by the laboratory serve not only as the
basis for acceptance or rejection, but the analyses of accepted
materials are forwarded at once to the metallurgists, who from them
figure the mixtures to be used in the cupolas.
Having great stocks of analyzed raw materials in the labeled bins
in the receiver building, the metallurgists who supervise the mixing
and melting of the iron determine by mathematical calculation just
what irons and how much of each must be taken to give molten iron
of the best composition and properties for the castings.
Titrating the Sulphur
Sulphur is evolved from the drillings as a gas (hydrogen sulphide). This is absorbed
in a solution of chloride of zinc. The amount of sulphur is measured by slowly
running in from a burette a solution of iodine of very accurately known strength.
The iodine unites with the sulphur compound as long as any of the latter remains,
but the first drop added thereafter turns blue the whole solution because of the
reaction of the excess of iodine with starch paste that has been added previously as
an indicator. Accuracy is about .005 per cent of sulphur.
The total iron materials charged must have a definite amount of

silicon, of manganese, of phosphorus and of carbon. For a 4,000–
pound charge for soft cast iron, for instance, the total silicon in the
materials which make up the charge must be somewhere near 118
pounds, the manganese and the phosphorus about 30 pounds each.
The usual losses of these materials through oxidation are known, of
course, and sufficient excess has been allowed that the desired final
composition will result.
On several scales which are regularly
inspected and kept carefully adjusted,
the weighers weigh out the prescribed
quantities of the raw materials.
“Buggies” holding nearly one ton each
are loaded in turn with coke, with
proper amounts of pig iron, cast iron
scrap, sprues from the foundry
castings of the preceding day, and a
proper weight of limestone flux. Each
charge of two tons of iron requires four
buggies for its transportation from the
raw-material bins and scales to the
Titrating cupolas.
Phosphorus The old-time way was for laborers to
dump the charges into the cupola and
spread the materials by hand, but in
A yellow precipitate modern foundries better ways have
containing the phosphorus been provided. Here a charging
is filtered out on filter machine operated by compressed air
paper. It is redissolved in lifts into the furnace, one by one, the
alkali and titrated with a buggies of coke, and of the other
standard solution of nitric materials, whence, after the dumping
acid, similarly to the of their contents, the buggies are
sulphur. The solution in returned to the receiver building to be
the flask turns pink with filled again.
the first drop added after Thus many charges per hour pass
the phosphorus has been through the yawning charging doors of
measured. the cupolas, being dumped in fast
enough to maintain the level
approximately even with the bottom of
the charging door.
In starting, a wood fire has been made on the sand bottom of the
cupola. This is covered with coke in such a way and in such amount
that, when ready for charging of the metal, a column of glowing coke
extends to a distance of one foot or two above the tuyères. Upon this
“bed” in alternating layers are piled the weighed amounts of pig iron,
sprue, scrap and limestone as described above. Following each
charge is a layer of coke sufficient in
amount to replace the “bed” coke
which is burned away in melting the
iron charge, thus maintaining the top
of the bed of coke throughout the day
at approximately the same height.
Reading the
Carbons
The higher the combined

carbon the darker the nitric
acid solution of the iron or
steel. The solution is
diluted with water or weak
acid until the color matches
that of a “known” sample
or standard. Accurately
graduated comparison
tubes are used.
Weighing the
Graphitic Carbon
The graphite is filtered out on an asbestos pad in

a perforated platinum crucible. After drying until
all moisture is gone it is weighed, ignited, and
weighed again. The loss of weight equals the
weight of the graphite of the sample.
Ever since 7 o’clock A.M., when the twelve to sixteen ounces of blast
pressure was put on, the charges have been descending gradually
from the charging door. Encountering the intense heat in the
“melting zone” at the top of the bed of coke a little above the tuyères,
the iron melts and trickles down through the three to five-foot bed of
glowing coke on to the sand cupola bottom or hearth where it
accumulates. The tapper, with his iron bar and “bod stick” with its
little ball of moist fire clay, alternately opens and plugs the tap hole
at the bottom of the furnace as occasion requires, but throughout the
day of ten or more hours there is almost constantly a full stream of
iron flowing from the spout. The big “bull ladle” which receives it, in
turn gives it up to smaller or “shank” ladles, in which it is conveyed
along trolleys to still smaller ladles from which it is poured into the
sand molds to form the castings.
As in the blast furnace, limestone is
added as flux to make liquid and
dispose of sand, dirt, scale, etc., which
are detrimental. The liquid slag formed
from union of limestone with these
impurities floats upon the molten iron
in the cupola hearth, as it is less than
half as heavy as the iron itself. It flows
almost continuously from a higher hole
called the “slag hole,” in the rear of the
furnace and just beneath the tuyères.
The slag has little value except as
material for filling purposes, etc. So- Another Close-up View
called “slag wool” can be made by
blowing air through it. Sometimes the
blast from the cupola blows it in such a way that this pure white
“wool” is formed and blows out of the slag hole of the cupola. About
Christmas time some of the workmen take quantities of it home for
decoration and for fireproof whiskers for “Santa Claus.”
These operations go on continuously throughout the day, each
cupola making the particular grade of cast iron or “semi-steel” which
is best adapted to the particular castings to be poured, size, shape
and purpose of
Determining Carbon
by Direct Combustion
In an electric furnace with pure oxygen passing

over them, the drillings burn as would splinters
of wood. From the gas given off the total carbon
is determined with great accuracy.
Weighing Pig Iron for the Cupola
From three to six varieties of pig iron are used in

each charge.
The Receiver Building
Here pig irons of different compositions are

separately kept in numbered and labeled bins.
The magnet which is used for unloading and
handling the iron may be seen. The grab bucket
for sand is at the right.
Weighing the Charge
of Coke
Close weighing is necessary, for a variation of ten

or fifteen pounds may affect the running of the
cupola.
the castings being the three main determining factors.

When nearing the end of the day, charging ceases, the charging
door is closed and the last charge, gradually descending, melts and
flows into the bull ladle about an hour later. As soon as the bull ladle
is emptied it is run out of the way, the cupola is drained of all iron
and considerable slag through the tap hole, and the bottom doors of
the cupola are dropped by pulling from under them the “props”
which have held them in position. The great mass of bed coke follows
with a great burst of heat, light and flame. This is quickly subdued
with a stream of water and removed. When cool, the slag and
accumulations are chipped from the cupola lining, burned areas are
patched with bricks and stiff, fire-resisting mud, the bottom doors
are raised and fastened in position, and the eight-inch sand bottom is
packed in ready for the next day’s run. After building a fire and
getting a good “bed” of glowing coke,
the cupola is ready again for the
charging of iron.
Sectional View of a
Cupola
A Cupola in Operation
The stream of iron from the cupola spout flows

into a “bull ladle” and from that into “shank-
ladles.” The bull ladle serves as a reservoir and
mixer.
Castings of Cast Iron as They Come from the

Molds
The “sprues” have not been removed.

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Psychological Consultation and

Collaboration in School and

Population and Community Health Nursing (6th Edition –

Home, School, and Community Collaboration: Culturally

Occupational Therapy in Community Based Practice

Human Exceptionality: School, Community, and Family

Introduction to 80×86 Assembly Language and Computer

Community Nutrition – Ebook PDF Version

Social Problems: Community, Policy, and Social Action

Clinical Mental Health Counseling in Community and

Suggestions for Effective Practice 24

2 Consultants, Consultees, and Collaborators 26

PART II The Stages of Consultation and Collaboration 50

3 An Overview of the Generic Model of Consultation

The Phases of the Implementation Stage 55

Phase Four: Psychologically Entering the System 75

6 Implementation Stage 107

7 Disengagement Stage 132

An Example of Disengagement at the Individual

8 Pragmatic Issues of Working Within an

The Influence of Organizational Theory 156

PART III Models of Consultation and Collaboration 175

9 Mental Health Consultation and Collaboration 177

The Consultee-Centered Case Consultation Process 187

10 Behavioral Consultation and Collaboration 209

Multicultural Aspects Related to Behavioral Consultation 231

11 Organizational Consultation and Collaboration 239

12 School-Based Consultation and Collaboration 267

Case Example of School-Based Collaboration 270

13 Case Study Illustrations of Consultation

Behavioral Consultation 312

PART IV Professional Issues and Epilogue 340

14 Ethical and Legal Issues 341

Issues in Organizational Consultation and School-based

P sychological Consultation and Collaboration in School and Community Settings is

CORE TEXT CHAPTER CASEBOOK CHAPTER

Chapter 1: The Foundations of Consultation Chapter 1: Foundations of Consultation and

ABOUT THE SIXTH EDITION

The attention paid to consultation and collaboration by members of the helping

N. Skills and Practices

Chapter 2: Consultants, Consultees, and Collaborators

■ A new section which provides an orientation to the models of consultation

Chapter 3: An Overview of the Generic Model of Consultation

Chapter 4: Entry Stage

Chapter 5: Diagnosis Stage

Chapter 6: Implementation Stage

■ Expanded coverage of evidence-based interventions

Chapter 7: Disengagement Stage

Chapter 8: Pragmatic Issues of Working Within an Organization

Chapter 9: Mental Health Consultation and Collaboration

Chapter 10: Behavioral Consultation and Collaboration

Chapter 11: Organizational Consultation and Collaboration

■ New material on performance consultation

Chapter 12: School-Based Consultation and Collaboration

Chapter 13: Case Study Illustrations of Consultation and Collaboration

Chapter 14: Ethical and Legal Issues

HOW TO USE THIS TEXT

an understanding of the complexity and seriousness of the ethical and profes-