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- W2004541246 abstract "Although literature is available on the theoretical models of consultation underpinning service delivery in educational psychology services, little research has been published on the application of these models to educational psychologist (EP) consultation practice with teachers in schools. This study explores the espoused theory of consultations of ten EP consultants, their theory‐in‐use and the degree to which there is a match or mis‐match between the two. Ten EPs completed a pre‐consultation questionnaire and audio‐taped at least one initial teacher consultation, generating 17 case studies. The contents of the questionnaires and consultation transcripts were analysed using WinMax qualitative data analysis software. The analysis indicated that consultants’ espoused theories were based on three models: solution‐focused thinking, systemic practice and problem‐solving. Theory‐in‐use showed a consistent fit with espoused theory, especially in relation to problem‐solving, where 70% of the consultants engaged..." @default.
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- W2004541246 date "2008-09-01" @default.
- W2004541246 modified "2023-09-26" @default.
- W2004541246 title "Do educational psychologists “walk the talk” when consulting?" @default.
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- W2004541246 doi "https://doi.org/10.1080/02667360802256733" @default.
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