Introducing Farouk’s process consultation group approach in Irish primary schools

References

• Annan, M., & Moore, S. (2012). Using the staff-sharing scheme within the targeted mental health in schools (TAMHS) pathfinder. Educational and Child Psychology, 29(4), 88–108.
   Google Scholar
• Bozic, N., & Carter, A. (2002). Consultation groups: Participants’ views. Educational Psychology in Practice, 18(3), 189–201.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Cameron, R. J., & Monsen, J. J. (1998). Coaching and critical dialogue in educational psychology practice. Educational and Child Psychology, 15(4), 112–126.
   Google Scholar
• Christie, R., Hetherington, C., & Parkes, J. (2000). Consultation: A team approach to keeping consultation alive. Educational Psychology in Practice, 16(1), 41–46.
   Google Scholar
• Crothers, L. M., Hughes, T. L., & Morine, K. A. (2008). Theory and cases in school-based consultation. A resource for school psychologists, school counsellors, special educators and other mental health professionals. New York, NY: Routledge.
   Google Scholar
• Department of Education & Science. (2006). School matters. The report of the task force on student behaviour in second level schools. Dublin: The Stationary Office.
   Google Scholar
• Duffy, J., & Davison, P. (2009). Incorporating MI strategies into a consultation model for use within school-based behaviour management teams. In E. McNamara (Ed.), Motivational interviewing: Theory, practice and application with children and young people. Ainsdale: Positive Behaviour Management.
   Google Scholar
• Elliott, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British Journal of Clinical Psychology, 38, 215–229.
   PubMed Web of Science ®Google Scholar
• Evans, S. (2005). The development of a group consultation approach to service delivery. Educational Psychology in Practice, 21(2), 131–146.
   Google Scholar
• Farouk, S. (2004). Group work in schools: A process consultation approach. Educational Psychology in Practice, 20(3), 207–220.
   Google Scholar
• Gill, D., & Monsen, J. (1995). The staff-sharing scheme: A school based management system for working with challenging child behaviour. Educational and Child Psychology, 12(2), 71–80.
   Google Scholar
• Gill, D., & Monsen, J. J. (1996). The staff-sharing scheme: A school based management system for working with challenging child behaviour. In E. Blyth & J. Milner (Eds.), Exclusion from school: Interprofessional issues for policy and practice. London: Routledge.
   Google Scholar
• Gutkin, T. B., & Curtis, M. J. (1999). School-based consultation theory and practice: The art and science of indirect service delivery. In C. R. Reynolds & T. B. Gutkin (Eds.), The Handbook of school psychology (3rd ed.). New York, NY: Wiley.
   Google Scholar
• Hanko, G. (1989). After Elton: how to ‘manage’ disruption? British Journal of Special Education, 16(4), 140–143.
   Google Scholar
• Hanko, G. (1994). Discouraged children: When praise does not help. British Journal of Special Education, 21(4), 166–168.
   Google Scholar
• Hanko, G. (1995). Special needs in ordinary classrooms: From staff support to staff development (3rd ed.). London: David Fulton Publishers.
   Google Scholar
• Hanko, G. (1999). Increasing competence through collaborative problem-solving. London: David Fulton Publishers.
   Google Scholar
• Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological Bulletin, 97(3), 363–386.
   Web of Science ®Google Scholar
• Hayes, B., Hindle, S., & Withington, P. (2007). Strategies for developing positive behaviour management. Teacher behaviour outcomes and attitudes to the change process. Educational Psychology in Practice, 23(2), 161–175.
   Google Scholar
• Hayes, M. (2013). Teacher consultation groups: Introducing a new form of educational psychologist support in Irish mainstream primary schools (Unpublished doctorate thesis). University College London.
   Google Scholar
• Jackson, E. (2002). Mental health in schools: What about the staff? Journal of Child Psychotherapy, 28(2), 129–146.
   Google Scholar
• Jackson, E. (2008). The development of work discussion groups in educational settings. Journal of Child Psychotherapy, 34(1), 62–82.
   Google Scholar
• Kelly, B. (2006). Exploring the usefulness of the Monsen problem-solving framework for applied practitioners. Educational Psychology in Practice, 22(1), 1–17.
   Google Scholar
• Larney, R. (2003). School based consultation in the United Kingdom: Principles, practice and effectiveness. School Psychology International, 24(1), 5–19.
   Web of Science ®Google Scholar
• Leadbetter, J. (2006). Investigating and conceptualising the notion of consultation to facilitate multi-agency work. Educational Psychology in Practice, 21(1), 19–31.
   Google Scholar
• Miller, A. (2003). Teachers, parents and classroom behaviour. A psychosocial approach. Maidenhead: Open University Press.
   Google Scholar
• Monsen, J., & Cameron, R. J. (2002). Supporting and developing teachers’ management of difficult and challenging pupils through coaching. In P. Gray (Ed.), Working with emotions: Responding to the challenge of difficult pupil behaviours in schools. London: Routledge Falmer.
   Google Scholar
• Monsen, J. J., & Graham, B. (2002). Developing teacher support groups to deal with challenging behaviour: The staff sharing scheme. In P. Gray (Ed.), Working with emotions: Responding to the challenge of difficult pupil behaviours in schools. London: Routledge Falmer.
   Google Scholar
• Nolan, A., & Moreland, N. (2014). The process of psychological consultation. Educational Psychology in Practice, 30(1), 63–77.
   Google Scholar
• Nugent, M., Jones, V., McElroy, D., Peelo, M., Thorton, T., & Tierney, T. (2014). Consulting with groups of teachers. Evaluation of a pilot project in Ireland. Educational Psychology in Practice, 30(3), 255–271.
   Google Scholar
• Robson, C. (2011). Real world research (3rd ed.). Chichester: Wiley.
   Google Scholar
• Schein, E. (1988). Process consultation: Its role in organisation development. (2nd ed.)., Vol. 1. Workington: Addison-Wesley.
   Google Scholar
• Squires, G. (2007). Community psychology: Capacity building by meeting the needs of adults in schools. Paper presented at the International School Psychology Association 29th Annual Colloquium, Tampere, Finland. Retrieved 24 July 2012 from https://www.escholar.manchester.ac.uk/api/datastream?publicationPid=uk-ac-man-scw:93188&datastreamId=FULL-TEXT.PDF
   Google Scholar
• Stringer, P., Stow, K., Hibbert, J., Powell, J., & Louw, E. (1992). Establishing staff consultation groups in schools. Educational Psychology in Practice, 8(2), 87–96.
   Google Scholar
• Timmins, P., Bham, M. S., McFadyen, J., & Ward, J. J. A. (2006). Teachers and consultation: Applying research and development in organisations (RADIO). Educational Psychology in Practice, 22(4), 305–320.
   Google Scholar
• Tindall, C. (1994). Personal construct approaches. In P. Bannister, E. Burman, I. Parker, M. Taylor, & C. Tindall (Eds.), Qualitative methods in psychology: A research guide. Buckingham: Open University Press.
   Google Scholar
• Wagner, P. (1995). School consultation: Frameworks for the practising educational psychologist: A handbook. London: Kennsington and Chelsea Education Psychology Service.
   Google Scholar
• Wagner, P. (2008). Consultation as a framework for practice. In B. Kelly, S. Woolfson, & J. Boyle (Eds.), Frameworks for practice in educational psychology. A textbook for trainees and practitioners. London: Jessica Kingsley Publishers.
   Google Scholar
• Watkins, C., & Hill, V. (2000). On consultation and beginner educational psychologists. Educational Psychology in Practice, 16(1), 47–52.
   Google Scholar
• Willig, C. (2008). Introducing qualitative research in psychology. Berkshire: Open University Press.
   Google Scholar
• Zins, J., & Erchul, W. (1995). Best practices in school-based consultation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III (pp. 609–623). Washington, DC: National Association of School Psychologists.
   Google Scholar