Further Explorations of Request-Centered Relational Communication Within School Consultation

Abstract

This investigation expanded upon the Erchul and Chewning (1990) study examining relational communication aspects of behavioral consultation. We hypothesized that the more a consultee follows the lead of a consultant by not making requests of the consultant, the more favorable the outcomes of consultation. Twenty six advanced school psychology students served as consultants to one consultee each. We coded 1,017 request/response transactions contained in the 26 initial interviews. Results indicated that this study's participants were more controlling than those in Erchul and Chewning, although other data suggested a cooperative pattern of verbal exchange similar to that reported earlier. Using a subsample of self-identified behavioral consultants, two significant findings emerged, one of which was consistent with predictions. One conclusion reached was that consultant verbal behavior may be differentially effective in different models of consultation.

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Notes on contributors

William P. Erchul

William P. Erchul is an Associate Professor of Psychology and the Director of the School Psychology Program at North Carolina State University. His research interests include processes and outcomes of behavioral and mental health consultation.

C. Gay Covington

Gay Covington graduated with honors from North Carolina State University in May 1992 with a BA in Psychology. She is a longstanding employee of a major airline and is currently pursuing other educational interests.

Jan N. Hughes

Jan Hughes is a Professor of Educational Psychology at Texas A & M University and a member of the School Psychology faculty. Her research interests include developmental psychopathology, school consultation, and the prevention of conduct disorders.

Joel Meyers

Joel Meyers is the Director of the Programs in School Psychology at the University at Albany, State University of New York. His research interests include mental health consultation, primary prevention, mainstreaming, prereferral intervention, and school reform.