The Impact of Consultation Models on Interpersonal Relationships during Problem Solving Walden University(USE AS GUIDE ONLY)

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Abstract
The Impact of Consultation Models on
Interpersonal Relationships during Problem Solving

Abstract
Client-centered and consultee-centered consultation models are predominately used in K-
12 schools to meet the needs of at-risk learners and ensure equitable access to educational
services. Although the efficacy of both models has significant support in the literature,
studies regarding relationships formed during problem solving in consultation are
lacking. Using a conceptual framework informed by Caplan’s theoretical models of
consultation and Vygotsky’s social learning theory, the central research question
explored how the development of interpersonal relationships during client-centered and
consultee-centered consultation influence problem solving. A multiple case study design
involved 3 elementary schools in a large mid-Atlantic school district. The participants
included 4 elementary school teachers and four consultants. Data from teacher and
consultant interviews, observations of case meetings, and case documentation were
collected. The first level of data analysis involved line-by-line coding and category
construction. The second level involved theory development to examine data for
patterns, themes, and relationships to determine key findings. Results indicated that
interpersonal relationships are complex and nuanced. Using collaborative verbal and
nonverbal communication skills, consultants operated within a framework for interaction
with consultees, thereby enabling the development of affective safety, shared ownership,
and relational parity. Working to develop strong interpersonal relationships increased the
likelihood of effective problem solving. Implications for social change include a better
understanding of how relationships formed during the consultation process encourage
teachers and consultants to work together more effectively, thereby increasing equitable
services for at-risk students.
The Impact of Consultation Models on
Interpersonal Relationships during Problem Solving
by
Michael Timothy Neall
MEd, George Mason University, 2006
MA, Miami University, 1998
BA, Dickinson College, 1995

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Education

Walden University
August 2012
Dedication
This dissertation is dedicated to the memory of my grandparents. To my grandpa, George
Neall, who valued learning so much that he supported my education and the education of
my children. Your indomitable spirit served as my inspiration. To grandma, Clara Neall,
who helped instill curiosity through reading. The Jacques Cousteau books I read as a
child are on a bookshelf in the family room so we can still learn from them. To
granddaddy, Ollie Knight, who taught me to appreciate the process of learning, critical
thinking, hard work, divergent thinking, how to drive a tractor, and creative problem
solving. When rising at 5 a.m. to write, I often thought of the time I spent working with
you at Lost River. No jobs were too small to be done with pride. I love and miss you all.
Finally, to my grandma, Gerry Knight, I dedicate this dissertation to you. Your kind and
gentle guidance probably kept me (and Granddaddy) out of trouble. I offer you a copy of
this dissertation, not for pleasure reading, but as a reminder your legacy.
Acknowledgments
When I was 18, I set a goal of earning a doctorate before I was 40, and although it
was my goal, the accomplishment alone is not mine. Completing this journey would not
have been possible without the aid of others, so first I want to thank my wife, Kristen, for
her enduring support. Without you pushing me, waking me up when the alarm went off,
and general encouragement, I would never have finished. I hope that someday you will
read (or at least skim) this work. I also need to thank my children: Isabel, Rowan,
Maggie, and Nora, who sacrificed time with me so that I could work. In part, I completed
this study for you as an example of the power of hard work and perseverance
I also want to thank Dr. Boddie, Dr. Frese, and Dr. Trimble for their support,
encouragement, and feedback. Learning to be a scholar is a long and somewhat arduous
process. A good committee is important and without your help, I would not have been
able to finish.
It is always nice when one's work and one's passion can comingle. I have been
lucky to have support from colleagues and friends in the workplace. I thank Dr. Natialy
Walker and Dr. Janet Greer, who asked questions, gave me time to write, and pushed
me forward. My thanks also goes to Vicki Fornasar, who began the journey of becoming
a consultee-centered consultant with me and took a sincere interest in my research; Julie
Curry, who listened to me throughout the process; Kim McGee, who shared her doctoral
journey with me; Dr. Kathy Aux, who asked questions, prodded me forward, and might
be the only person other than my committee to actually have read the paper; Dr. Jennifer
Cassata, who helped me process ideas and become a better researcher; and lastly, the
participants in this study, who openly and honestly shared their experiences with me.
Finally, I want to acknowledge Dr. Sylvia Rosenfield, Dr. Todd Gravois, and
Dr. Deborah Nelson. You not only introduced me to and trained me in instructional
consultation, but also helped me develop as a researcher, thinker, and advocate for
teachers. Our paths crossing were serendipitous, because it was on the train back from
New York, after that first presentation we did at the National Association of School
Psychologists conference, that I discovered my research topic.
Table of Contents
List of Tables .......................................................................................................................................... vii
Chapter 1: Introduction to the Study ................................................................................................... 1
Background ......................................................................................................................................... 1
Problem Statement ............................................................................................................................ 5
Purpose of the Study ......................................................................................................................... 6
Research Questions ........................................................................................................................... 7
Central Research Question ...................................................................................................... 7
Related Research Questions .................................................................................................... 7
Conceptual Framework .................................................................................................................... 8
Nature of the Study ......................................................................................................................... 12
Definition of Terms ........................................................................................................................ 13
Assumptions ...................................................................................................................................... 15
Scope and Delimitations ................................................................................................................ 15
Limitations ......................................................................................................................................... 16
Significance ....................................................................................................................................... 16
Summary ............................................................................................................................................ 18
Chapter 2: Literature Review .............................................................................................................. 19
Literature Search Strategy............................................................................................................. 20
Teacher Change ............................................................................................................................... 21
Dialogue as a Vehicle for Change ....................................................................................... 22
Reflection as a Component of Change ............................................................................... 30
Dialogue, Reflection, and Change during Consultation................................................ 34
Collaboration and Consultation ................................................................................................... 36
Expert-driven/Prescriptive Consultation ........................................................................... 37
Directive and Nondirective Collaborative Consultation ............................................... 42
Direct Comparisons of Expert-Driven and Collaborative Consultation .......................... 45
Consultation, Coaching, and Mentoring ................................................................................... 49
Communication, Relationships, and Memory ......................................................................... 57
Review of Similar and Differing Methodologies ................................................................... 71
Conclusion ......................................................................................................................................... 74
Chapter 3: Research Method ............................................................................................................... 77
Research Paradigm and Rationale .............................................................................................. 77
Research Design and Rationale ................................................................................................... 79
Research Questions ......................................................................................................................... 82
Central Research Question .................................................................................................... 82
Related Research Questions .................................................................................................. 82
Role of the Researcher ................................................................................................................... 83
Setting ................................................................................................................................................. 85
Participants ........................................................................................................................................ 89
Instrumentation ................................................................................................................................ 91
Oral Questionnaire ................................................................................................................... 91
Observation Data Collection Form ..................................................................................... 94
Pilot Study ......................................................................................................................................... 96
ii
Data Collection................................................................................................................................. 98
Observations .............................................................................................................................. 98
Interviews ................................................................................................................................... 99
Documents ............................................................................................................................... 100
Data Organization ........................................................................................................................ 101
Data Analysis: Level 1 ................................................................................................................ 102
Data Analysis: Level 2 ................................................................................................................ 102
Theoretical Proposition ............................................................................................................... 102
Discrepant Data ............................................................................................................................. 103
Issues of Trustworthiness ........................................................................................................... 103
Credibility ................................................................................................................................ 104
Transferability ........................................................................................................................ 104
Dependability ......................................................................................................................... 105
Confirmability ........................................................................................................................ 105
Ethical Procedures ........................................................................................................................ 106
Conclusion ...................................................................................................................................... 107
Chapter 4: Results ............................................................................................................................... 109
Central Research Question ................................................................................................. 109
Related Research Questions ............................................................................................... 109
Pilot Study ...................................................................................................................................... 110
Setting .............................................................................................................................................. 112
Participant Demographics .......................................................................................................... 113
iii