Abstract
We begin this article with a discussion of how a set of community psychology principles can be of assistance to the process of developing school-based programs and to consulting regarding the implementation of such programs. These principles are discussed, with examples brought from our experiences in consulting for the implementation of a school-based social problem-solving intervention in a school for students with special education (SE) classifications. Particular focus is given to the issue of the consultant's role in promoting ownership and oversight for the implementation of the intervention on the part of school personnel. The paradox between the consultant serving both an empowering and an expert role is discussed, with suggestions for resolving the paradox given. Throughout the article, the application of Community psychology principles are emphasized.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational and Psychological Consultation
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
