Blog 8

I have been thinking a lot about the vignette-related spat that Wayne and I had in class last night. As we were violently debating whether it was more important to discuss the relationship between Peg and Yer or focus on the social studies issue, we seemed to embody Peg and Yer in a way. Especially in this vignette, where I felt that Yer was whining and Peg was patronizing, it is a likely issue that a consultation could go wrong. If the two people who are involved sense a power struggle or cannot agree on what to work on (as Wayne and I were experiencing), the consultation will certainly harm professional relationships, feelings, and perhaps the client system.

                Dollarhide and Saginak (2012) go on in the chapter to allow moments of reflection for the reader. I think this is crucial, because I have not had to have a consultation-esque relationship often in my professional experience (outside of academia). I especially related to the CASTT model (p. 167) because it related to what we learned about advisory groups. I am sure that there will be a time when I will be involved in a meeting with faculty members, parents, and other stakeholders. As I have noticed in group work that I have done during my academic career, it is not likely that all parties will agree on a route to take when attacking the same problem. My point is that this chapter, and hopefully the Consultation class, will be effective in providing me with tools to use when working with others.

                Kahn’s (2000) article plays directly into what Angela and her group shared in class last night about applying the Solution-Focused method into Yer and Peg’s consultation method. Instead of focusing on the problem (his behavior is “incorrigible”), immediately focusing on goals related to improvement (p. 250) may redirect some of the negativity that I am clearly anticipating in a large group consultation. Kahn also provides a way for a Solution-Focused consultant to provide answers to the consultee without providing explicit answers (p. 251). By relaying the concept of exceptions and explaining what may seem obvious but, as we know, often is not (i.e. “If it’s not working, don’t do it again” (p. 251), I feel that the consultation process will be streamlined and productive.

Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive school counseling programs (2nd Ed.). New York: Pearson, Inc.

Kahn, B. (2000). A model of solution-focused consultation for school counselors. Professional school counseling,3(4), 248-254.