Focus on Remediation
Prevention Science to Guide Preventive Action
Families: A First Line of Defense
Teachers: A Second Line of Defense
second line of defense.
first line of defense. second line of defense
microsystem, mesosystem, exosystem, macrosystem.
microsystem, mesosystem microsystems exosystem, macrosystem, microsystems microsystems,
enactive, vicarious, verbal, physiological and affective enactive Vicarious Verbal Physiological and affective
enactive, vicarious verbal psychological and affective
beliefs-enactive, vicarious, verbal, physiological and affective Support: A Possible Influential Variable
social cultivate function triadic reciprocity triadic
reciprocity PEARL: A Promising Initiative
Organization Development Consultation
Mental Health Consultation
Program-Centered Administration Consultation
Consultee-Centered Administrative Consultation Client-Centered Case Consultation
Consultee-Centered Case Consultation
Consultation Models The Consultant as the Expert
Collaborative Consultation Collaboration versus cooperation.
Model preference depends on issue.
expert Expert/ collaborative dichotomy a myth.
An Emphasis on Process
truth value, applicability, consistency, neutrality. truth value,
Style of Interaction.
Component One: Style of Interaction teaching, teaching
realness in the facilitator of learning, prizing, acceptance, and trust, empathetic understanding. Realness in the facilitator of learning prizing, acceptance, trust,
Authentic Caring Genuine.
Respectful Communications took an interest in teachers professionally,
presenting ideas and possible solutions in a neutral manner, reciprocal relationships, Understanding and empathy.
Invitation to discussion.
Component Two: Technique of Interaction
Building Effective Learning Environments Opportunities to observe.
Frequent performance feedback.
learning occurs when the learner is ready to learn learning occurs best in the context of a compelling problem, Learning occurs when the learner is ready to learn.
Learning occurs best in the context of a compelling problem.
(enactive mastery experiences, vicarious experiences, and verbal persuasion) (reflection and readiness to learn and compelling problems)
Changes in Cognitions
Changes in Practice Relationships with Children
Component One: Teachers' Compelling Needs
Component Two: Style of Interaction
Component Three: Technique of Interaction
vicarious experiences and enactive mastery experiences vicarious experience verbal persuasion (vicarious verbal)
Component Four: Increased Teacher Self-Efficacy
A Source for Self-Efficacy Information
enactive, vicarious, verbal, physiological enactive vicarious Verbal
(physiological and affective states). (verbal persuasion). (vicarious experience). (enactive mastery experience)
importance--physiological, verbal, vicarious, en active, enactive. (physiological and affective), (verba!), (vicarious
Change in Problem Conceptualization and Practice
Continued Research Needs
Collaboration Self-Efficacy Retrospective
Behavior! Actions Retrospective Self-Efficacy Current Behal'ior!Action Current
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