In the first of what certainly will be many thoughtful and provocative articles to appear in this column, Witt (1990) questioned the validity of the broadly accepted mandate that “our consultative interactions be collaborative” (p. 367). He continued with anecdotes illustrating ineffective teaching practices and deficient teacher skills which mitigated against the desirability of a “true” collaborative approach. The title of the article articulates Witts stated purpose: “Collaboration in School-Based Consultation: Myth in Need of Data.” My purpose in this article is not to argue for or against Witts position. Rather, I suggest that we go beyond this argument and consider a more meaningful framework to describe the manner in which these processes interact dynamically and reciprocally to promote our shared goals of educating and socializing youth. Likewise, I discuss potential implications of failing to acknowledge key aspects of collaboration within the practice of consultation.
|Original language||English (US)|
|Number of pages||4|
|Journal||Journal of Educational and Psychological Consultation|
|State||Published - Mar 1992|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychology (miscellaneous)