A comparative analysis of the interpersonal process in school-based counseling and consultation
Abstract
This study was an exploratory investigation with the purpose of describing the verbal interactions of consultation and counseling occurring at the initial stage of helping processes in school setting. A qualitative-descriptive research that uses observation as a major method was designed in this study. Data from 13 field interviews of counseling and 13 field interviews of consultation conducted by 13 school counselors around the Midwest were transcribed, coded, and analyzed. Four coders were trained to use three coding systems: Hill's Counselor Verbal Response Category System (HCVRCS), the Client Behavior System (CBS), and the Consultation Analysis Record (CAR). Interrater reliability showed a median to high interrater agreement before discussion among coders. Cohen kappas ranged from.82 to.89 for the HCVRCS, from.83 to.94 for the CBS, and from.35 to.99 for the CAR. The major findings from the descriptive analyses were: (1) counselors showed more simple verbal responses than complex verbal responses in both counseling and consulting processes; and (2) both clients and consultees exhibited more descriptive verbal responses instead of experiencing responses in the counseling and consulting processes. The major findings from the comparative analyses were: (1) school counselors tended to address a behavior related topic by providing approval, asking questions, and summarizing with students, and they exerted more influence over students than over teachers; and (2) students tended to respond to their school counselors by showing resistance and offering simple responses concerning a topic of behavior concern, whereas teachers were more likely to respond to their consultant by agreement and cognitive-behavioral exploration responses concerning the individual attributes of a client. Finally, the results of sequential analyses indicated that there were verbal sequences that occur with some regularity between the counselor and the client and between the consultant and the consultee.
Degree
Ph.D.
Advisors
Nelson, Purdue University.
Subject Area
Academic guidance counseling
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