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Development and Validation of a Measure of Social Support for School Consultation

Development and Validation of a Measure of Social Support for School Consultation


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About the Book

Consultation is a process whereby school psychologists assist teachers in developing effective strategies for solving student problems while helping teachers to develop skills themselves to solve student issues. The purpose of this dissertation was to construct a reliable and valid instrument to assess social support within consultation. Erchul and Marten's (2002) model of school consultation consists of three interrelated tasks: problem solving, social influence, and support and development. However, to date no research has directly investigated the role of support within school consultation. Various methods exist to assess support; however, most are not applicable to consultation. Items on the School Consultation Support Scale (SCSS) were designed to assess four dimensions of support based on House's (1981) conceptualization (i.e., emotional, informational, instrumental, and appraisal). One thousand elementary school teachers were mailed a questionnaire that consisted of the Consultant Evaluation Form (CEF; Erchul, 1987), SCSS, Interpersonal Skills factor of the Consultation Effectiveness Scale (CES; Knoff, McKenna, & Riser, 1991), and demographic questions. Of these, 110 usable surveys were returned and analyzed. Analyses showed the SCSS dataset contained outliers, was negatively skewed, had a peaked shape, and did not meet basic statistical assumptions. Caution is thus urged when interpreting results. Coefficient alphas indicated very good internal consistency (i.e., emotional, .92; informational, .92; and instrumental, .90). Factor analytic results, however, showed that the data did not fit House's (1981) four-factor conceptualization; instead, EFA yielded three factors that represented emotional, informational, and instrumental support. Correlation coefficients between the CES and each factor were: emotional (.78), informational, (.59), and instrumental (.40). These correlations offered some support for the SCSS's criterion-related concurrent validity. Correlations between the CEF and each factor were: emotional (.47), informational (.26), and instrumental (.26) and did not support the construct validity of the SCSS. Findings suggest that support within school consultation may be multi-dimensional and characterized by emotional, informational, and instrumental support. Furthermore, the SCSS may be a possible new instrument to study support within school consultation.


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Product Details
  • ISBN-13: 9781243454591
  • Publisher: Proquest, Umi Dissertation Publishing
  • Publisher Imprint: Proquest, Umi Dissertation Publishing
  • Height: 254 mm
  • Weight: 413 gr
  • ISBN-10: 1243454598
  • Publisher Date: 01 Sep 2011
  • Binding: Paperback
  • Spine Width: 13 mm
  • Width: 203 mm


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