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Identifying and removing blockages to successful collaborations between counsellors, teachers and parents

Published online by Cambridge University Press:  12 February 2016

Adrian F. Ashman
Adrian F. Ashman*
Affiliation:
Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland
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Extract

Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which may not promote equality and reciprocity in collaborative problem-solving activities. The training of counsellors and teachers at both preservice and inservice levels are needed to ensure that participants have the communication and problem-solving skills that are essential for effective collaboration. In addition, parents must be encouraged to participate in school activities and be provided with the opportunity to learn how to work with school personnel.

Type
Research Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 4 , November 1994 , pp. 1 - 17
Copyright
Copyright © Cambridge University Press 1994

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