Experiences in Establishing School Consultation
Abstract
The author explores issues faced by clinicians trained in child guidance as they adapt their skills to the more broadly based orientation of school mental health consultation. He cites examples showing how establishment and maintenance of such services were hindered by the consultee's resistance, the consultant's over- or underinvolvement, and professional narcissism. The author hopes his experience will help others to cope with the disparities between theory and practice in consultation and to mitigate existing polarization of attitudes about it.
Access content
To read the fulltext, please use one of the options below to sign in or purchase access.- Personal login
- Institutional Login
- Sign in via OpenAthens
- Register for access
-
Please login/register if you wish to pair your device and check access availability.
Not a subscriber?
PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development.
Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.).
