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Introducing Farouk's Process Consultation Group Approach in Irish Primary Schools

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Title: Introducing Farouk's Process Consultation Group Approach in Irish Primary Schools
Language: English
Authors: Hayes, Marie, Stringer, Phil
Source: Educational Psychology in Practice. 2016 32(2):145-162.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Elementary School Students, Educational Psychology, Psychologists, Behavior Problems, Teamwork, Foreign Countries, Classroom Techniques, Mixed Methods Research, Questionnaires, Teacher Attitudes, Elementary School Teachers, Consultants, Counselor Role, Semi Structured Interviews
Geographic Terms: Ireland
DOI: 10.1080/02667363.2015.1129939
ISSN: 0266-7363
Abstract: Research has shown that teacher consultation groups increase teachers' behaviour management skills through discussion and collaborative problem-solving. Unlike the United Kingdom, at the time of this research consultation groups were not widely used in Irish schools. This research introduced Farouk's process consultation approach in three Irish mainstream primary schools and evaluated the consultation groups over one academic year. The schools were selected based on their level of referrals to the educational psychologist (EP) for pupils presenting with behavioural difficulties. The study utilised a mixed methods design comprising mainly qualitative and some quantitative analysis. The data were obtained from participant and researcher reflections, interviews and questionnaires. Thematic analysis was used to derive themes from the data. The results suggest that the groups provided the teachers with an organised time for discussion, information-sharing and learning, which enhanced their behaviour management skills through the sharing of strategies and their implementation through teamwork. However, due to the poor return of teacher questionnaires it is not possible to derive any definite conclusions.
Abstractor: As Provided
Number of References: 42
Entry Date: 2016
Accession Number: EJ1100068
Database: ERIC
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  Value: <anid>AN0117840275;b8g01jun.16;2019Feb26.13:16;v2.2.500</anid> <title id="AN0117840275-1">Introducing Farouk's process consultation group approach in Irish primary schools. </title> <p>Research has shown that teacher consultation groups increase teachers' behaviour management skills through discussion and collaborative problem-solving. Unlike the United Kingdom, at the time of this research consultation groups were not widely used in Irish schools. This research introduced Farouk's process consultation approach in three Irish mainstream primary schools and evaluated the consultation groups over one academic year. The schools were selected based on their level of referrals to the educational psychologist (EP) for pupils presenting with behavioural difficulties. The study utilised a mixed methods design comprising mainly qualitative and some quantitative analysis. The data were obtained from participant and researcher reflections, interviews and questionnaires. Thematic analysis was used to derive themes from the data. The results suggest that the groups provided the teachers with an organised time for discussion, information-sharing and learning, which enhanced their behaviour management skills through the sharing of strategies and their implementation through teamwork. However, due to the poor return of teacher questionnaires it is not possible to derive any definite conclusions.</p> <p>Keywords: Farouk; facilitator; process consultation; consultation groups; behaviour management</p> <hd id="AN0117840275-2">Introduction and background</hd> <p>This article describes exploratory research (Hayes, [<reflink idref="bib21" id="ref1">21</reflink>]), which implemented a group consultation approach with teachers in Irish mainstream primary schools and was completed by the first author as part of University College London's continuing professional development (CPD) Doctorate in Educational Psychology. The approach was based on an account by Farouk ([<reflink idref="bib11" id="ref2">11</reflink>]). The aim of the research was to test the viability in an Irish context of developing within-staff support groups along the lines Farouk described. Specifically, four questions were addressed:</p> <p></p> <ulist> <item> 1. What factors help or hinder the running of Farouk's teacher consultation group approach?</item> <p></p> <item> 2. What do teachers think is the contribution of the external consultant (educational psychologist, EP)?</item> <p></p> <item> 3. How was this use of EP's time perceived by the participating teachers?</item> <p></p> <item> 4. What were participating teachers' perceptions of Farouk's teacher consultation group approach with regards to the usefulness of individual sessions and its overall value to the school?</item> </ulist> <p>Teachers have a tendency to see EPs as "assessors" (Watkins & Hill, [<reflink idref="bib40" id="ref3">40</reflink>]), and "experts" who can provide definite answers (Christie, Hetherington, & Parkes, [<reflink idref="bib5" id="ref4">5</reflink>]). This view is just as prevalent in Ireland, as teachers tend to prefer the direct and traditional model of service delivery in which pupils are referred to the EP for assessment. This has led to ever increasing referral lists for Irish EPs. Teachers' tendencies to attribute blame for pupil misbehaviour to "within-child" or home-based/parental factors rather than to themselves or the school (Hanko, [<reflink idref="bib15" id="ref5">15</reflink>]; Miller, [<reflink idref="bib27" id="ref6">27</reflink>]; Monsen & Graham, [<reflink idref="bib29" id="ref7">29</reflink>]) often result in pupils' behaviours being "medicalised" when they are identified as showing social, emotional and behaviour difficulties (SEBD) (Department of Education & Science, [<reflink idref="bib7" id="ref8">7</reflink>]). In Ireland then, as elsewhere, this emphasises the need to improve teachers' knowledge of SEBD and the individual needs of each of their pupils, and also the need to enhance teachers' skills and competencies in managing behaviour (Hanko, [<reflink idref="bib16" id="ref9">16</reflink>]).</p> <p>There are three other siginficant inter-related considerations. First, the economic down-turn in Ireland has led to a reduction in resources for pupils with special educational needs (SEN), including those presenting with SEBD. Second, management of these reductions implies that staff have the capacity to take more responsibility for children and young people with additional needs and, third, and of no small matter, that staff are amenable to change.</p> <p>In order to empower teachers by increasing their capacity to manage pupil behaviour more effectively, change must take place at both organisational and individual levels (Duffy & Davison, [<reflink idref="bib8" id="ref10">8</reflink>]). However, systemic organisational barriers, such as the limitations of management and teachers to either support or be amenable to change, can affect the implementation of new initiatives, including consultation, in schools (Crothers, Hughes, & Morine, [<reflink idref="bib6" id="ref11">6</reflink>]). As change is a complex and irrational process (Kelly, [<reflink idref="bib24" id="ref12">24</reflink>]), change within schools and organisations tends to happen slowly, can be difficult to achieve and maintain, and is dependent on the will of the school community (Cameron & Monsen, [<reflink idref="bib4" id="ref13">4</reflink>]; Monsen & Cameron, [<reflink idref="bib28" id="ref14">28</reflink>]). With the two elements of supporting change and building capacity in mind, teacher consultation groups were introduced in three primary schools with the intention of contributing to teachers' management of pupils' behaviour. The next section of this article will summarise the literature on consultation groups and, in particular, the approach described by Farouk ([<reflink idref="bib11" id="ref15">11</reflink>]).</p> <hd id="AN0117840275-3">Consultation groups</hd> <p>There is now a relatively long history of the use of consultation in schools and a strong evidence-base has amassed with regards to the efficacy of a consultative approach in educational psychology practice in both the United States and the United Kingdom (UK) (for example, Wagner, [<reflink idref="bib39" id="ref16">39</reflink>]; Zins & Erchul, [<reflink idref="bib42" id="ref17">42</reflink>]). In the UK, many educational psychological services have reviewed their work practices and consultation has become established as a model of service delivery with individuals and groups in schools and other settings (Larney, [<reflink idref="bib25" id="ref18">25</reflink>]; Leadbetter, [<reflink idref="bib26" id="ref19">26</reflink>]). Many authors have reported on the advantages of consultation (for example, Crothers et al., [<reflink idref="bib6" id="ref20">6</reflink>]; Gutkin & Curtis, [<reflink idref="bib14" id="ref21">14</reflink>]; Wagner, [<reflink idref="bib39" id="ref22">39</reflink>]). Advantages include:</p> <p></p> <ulist> <item> • increasing teachers' skills and confidence in managing problem situations;</item> <p></p> <item> • changes to teachers' attributions and beliefs about the causes of pupil-related concerns from within-child to interactional factors;</item> <p></p> <item> • a reduction in the number of pupils referred to the EP for assessment while at the same time maximising the number of pupils benefiting from EP input;</item> <p></p> <item> • bringing about systemic changes within schools as organisations.</item> </ulist> <p>The different consultation approaches imply a problem solving process accomplished though a "structured dialogue" between a consultant and consultee. However, the same interactions can also occur within consultation groups with the consultant–consultee roles being shared among participants (Bozic & Carter, [<reflink idref="bib2" id="ref23">2</reflink>]). Group consultation is described as being "an efficient and cost-effective way of conducting school consultation" (Zins & Erchul, [<reflink idref="bib42" id="ref24">42</reflink>], p. 620).</p> <p>In the UK especially, various consultation group approaches have been devised, researched and used within schools, for example, Annan and Moore ([<reflink idref="bib1" id="ref25">1</reflink>]); Duffy and Davison ([<reflink idref="bib8" id="ref26">8</reflink>]); Farouk ([<reflink idref="bib11" id="ref27">11</reflink>]); Gill and Monsen ([<reflink idref="bib12" id="ref28">12</reflink>], [<reflink idref="bib13" id="ref29">13</reflink>]); Hanko ([<reflink idref="bib15" id="ref30">15</reflink>], [<reflink idref="bib17" id="ref31">17</reflink>], [<reflink idref="bib18" id="ref32">18</reflink>]); Jackson ([<reflink idref="bib22" id="ref33">22</reflink>], [<reflink idref="bib23" id="ref34">23</reflink>]); Squires ([<reflink idref="bib34" id="ref35">34</reflink>]) and Stringer, Stow, Hibbert, Powell, and Louw ([<reflink idref="bib35" id="ref36">35</reflink>]). All models are based on the premise of providing teachers with a supportive structure where the problems they encounter with a pupil, class or indeed any other concerns can be discussed with their colleagues. This can lead to positive changes in the overall school culture as teachers become accustomed to supporting each other (Farouk, [<reflink idref="bib11" id="ref37">11</reflink>]). Consultation groups also provide teachers with a space for shared reflection and a means of obtaining a better understanding of their pupils and their behaviours. The groups also aim to enhance teachers' competence and problem-solving abilities through collaborative discussion with their colleagues and to help teachers recognise, understand and meet the needs of their "more difficult to teach pupils" (Hanko, [<reflink idref="bib15" id="ref38">15</reflink>], p. 141).</p> <hd id="AN0117840275-4">The educational psychologist's role in a consultation group</hd> <p>In a consultation group, the EP acts as both a consultant and facilitator. As a consultant, the EP's role is not that of problem-solving expert, but aims to encourage teachers to use their own collective knowledge and experience to solve problems, while as a facilitator, the EP models and asks questions which helps teachers to better explore and define problems (Bozic & Carter, [<reflink idref="bib2" id="ref39">2</reflink>]).</p> <p>The consultant and teachers "work together as professionals with equal but differing expertise" (Hanko, [<reflink idref="bib17" id="ref40">17</reflink>], p. 57) in a process of joint exploration in order to develop and extend the teachers' understanding and skills with regards to their concerns. Hanko ([<reflink idref="bib16" id="ref41">16</reflink>]) states that the role of the consultant is to ask answerable questions in a non-challenging, exploring and supportive way to help widen teachers' insights into the problem situation.</p> <hd id="AN0117840275-5">Farouk's approach to group consultation</hd> <p>Following a review of the research of different consultation group approaches, Farouk's ([<reflink idref="bib11" id="ref42">11</reflink>]) model was chosen for this study for a number of reasons:</p> <p></p> <ulist> <item> • Its replication and evaluation was not as extensive as that already carried out on other approaches such as Hanko's ([<reflink idref="bib17" id="ref43">17</reflink>], [<reflink idref="bib18" id="ref44">18</reflink>]) consultation group approach or Gill and Monsen's ([<reflink idref="bib12" id="ref45">12</reflink>], [<reflink idref="bib13" id="ref46">13</reflink>]) staff sharing scheme.</item> <p></p> <item> • Farouk's model had already been used and researched by a group of EPs in Northern Ireland (see Duffy & Davison, [<reflink idref="bib8" id="ref47">8</reflink>]). However, neither they nor Farouk ([<reflink idref="bib11" id="ref48">11</reflink>]) described their methods of evaluation or provided their results.</item> <p></p> <item> • Of the research reviewed on the different consultation group approaches (such as Hanko's [[<reflink idref="bib17" id="ref49">17</reflink>], [<reflink idref="bib18" id="ref50">18</reflink>]] and Gill and Monsen's [[<reflink idref="bib12" id="ref51">12</reflink>]] approaches), Farouk ([<reflink idref="bib11" id="ref52">11</reflink>]) and Duffy and Davison ([<reflink idref="bib8" id="ref53">8</reflink>]) provided the most thorough, practical description of the model's process and structure, including a detailed account of the phases and the roles of the participants and facilitator.</item> <p></p> <item> • Finally, at the time of conducting the research, there was no published critique of Farouk's consultation group approach.</item> </ulist> <p>Although Farouk ([<reflink idref="bib11" id="ref54">11</reflink>]) was influenced by Hanko's work ([<reflink idref="bib17" id="ref55">17</reflink>], [<reflink idref="bib18" id="ref56">18</reflink>]), he concluded that she does not go far enough in considering internal group interactions, the group members' personal preconceptions, emotional needs and agendas, nor did she consider the impact of the internalised beliefs, norms and values of the school's culture and sub-cultures on the group members. As a result, he combines Hanko's approach with Schein's ([<reflink idref="bib33" id="ref57">33</reflink>]) model of process consultation. Farouk claims that the combination of the two is theoretically straightforward as they both have their roots in psychodynamic psychology. The two approaches also provide a useful structure for managing the group members as they account for internal group dynamics and the effect of school culture on the teachers. Farouk also uses solution-focused questioning in order to encourage the group members to be less problem-focused and more systemically-focused in their thinking.</p> <p>Farouk's ([<reflink idref="bib11" id="ref58">11</reflink>]) approach comprises four phases: description and clarification, reflection, personal theory generating, and strategy generating phases. However, during the sessions some back-tracking and overlapping can occur between these phases. In each phase, the group members have different roles and functions. The expectation is that over time the group members will become able to follow the consultation process, thus enabling the EP to move away from the role of the consultant towards that of a facilitator. Farouk ([<reflink idref="bib11" id="ref59">11</reflink>]) provides a description of the phases and the group members' and facilitator's roles during each phase.</p> <p>The EP has two functions: "task functions", which relate to the consultant's role of keeping the group on task, and "maintenance functions", which relate to the facilitator's role of maintaining the group's emotional well-being, inter-relationships and functioning. "Task functions" include: initiating, information-seeking and giving, opinion-seeking and giving, clarifying, elaborating, summarising and consensus-testing (Schein, [<reflink idref="bib33" id="ref60">33</reflink>]). Farouk ([<reflink idref="bib11" id="ref61">11</reflink>]) also adds modelling to his list of task functions, as he modelled solution-focused questioning and encouraged the group to use similar questions. "Maintenance functions" include harmonising, encouraging and compromising, standard setting and testing, diagnosing and gate-keeping (Schein, [<reflink idref="bib33" id="ref62">33</reflink>]). We will now turn to an account of the design of the study.</p> <hd id="AN0117840275-6">Research design and methods</hd> <p>This study's research design was informed by a review of previous studies on consultation groups. Consultation research studies have been criticised for their tendency to be small scale, have poor generalisability, and lack of controls and rigour due to an over-reliance on qualitative methods, questionnaires and interviews, as well as poor method and data triangulation, which decrease study validity (Crothers et al., [<reflink idref="bib6" id="ref63">6</reflink>]; Larney, [<reflink idref="bib25" id="ref64">25</reflink>]; Timmins, Bham, McFadyen, & Ward, [<reflink idref="bib36" id="ref65">36</reflink>]). In many respects these are an indication of the challenges of trying to carry out practice-based research where the range of uncontrolled factors can outweigh those that can be controlled. For instance, despite being aware of the problem of generalisability of the results obtained from smaller scale research, it was not possible to have a large sample size in this study due to work and time constraints. However, the intervention period is over a longer timescale (10 months) than other consultation group studies (for example, Bozic & Carter, [<reflink idref="bib2" id="ref66">2</reflink>]; Evans, [<reflink idref="bib10" id="ref67">10</reflink>]).</p> <p>In addition, the three participating primary schools differ with regards to their size and location, and have diverse pupil populations. Therefore, the results could be compared between the schools. The differences between the schools also increased the study's replicability. To increase study validity, method and data triangulation were used. It is also important to acknowledge the potential for bias in the evaluation as the EP was both the researcher and allocated EP for the participating schools and in that respect open to expectancy effects (Harris & Rosenthal, [<reflink idref="bib19" id="ref68">19</reflink>]). The schools were aware that they were assisting the EP's research and therefore likely to have been influenced by that fact. In practice-based research, these effects must be recognised, while at the same time accepting that they are hard to control (see Robson, [<reflink idref="bib32" id="ref69">32</reflink>], for further discussion about bias).</p> <p>This study utilised a mixed method design comprising mainly qualitative and, in the event, because of a low questionnaire return, only limited quantitative analysis. The data were obtained from participant and EP end session reflections, participant interviews, and pre- and post-participant questionnaires. The researcher's observations and reflections were also used, and helped to highlight process and logistical difficulties that have been ignored by previous researchers. The teachers and EP also gave each session a rating (on a scale of 1 to 10) in their end session reflections. The teachers' average session rating for each meeting was compared with the EP's rating for that meeting. The reflections were compared between the schools.</p> <p>A pre- and post-intervention Teacher Questionnaire, developed by the researcher, was administered (see Appendix 1). These contained questions based on those used by Hayes, Hindle, and Withington ([<reflink idref="bib20" id="ref70">20</reflink>]) in their study. The average rating for each item on the questionnaires (before and after the intervention) was calculated and compared between schools. Additionally, following the intervention, a second Post-intervention Teacher Questionnaire was administered (see Appendix 2). This questionnaire was based on that used by Hayes et al. ([<reflink idref="bib20" id="ref71">20</reflink>]) and also by Bozic and Carter ([<reflink idref="bib2" id="ref72">2</reflink>]) in their studies, and the questions included were relevant to this study's research questions. Again, the average rating for each item was calculated and then compared between the schools.</p> <p>Semi-structured interviews were conducted with the school principal and a core group member from each of the three participating schools at the end of the study period. The interview schedule (see Appendix 3) was structured so it was relevant to the research questions.</p> <p>Thematic analysis was used in the qualitative analysis of the interviews and the responses to the open questions in Post-intervention Questionnaire 2. The results were compared both within and between schools to check for consistency in the responses and reliability of the data.</p> <p>The interviews were recorded on a dictaphone to ensure that no information was lost and to clarify any inaccuracies or ambiguities in the interview notes. Verbatim transcriptions of the interviews were made. The interview transcripts and questionnaire responses were read and re-read a number of times, coded and analysed using the thematic analysis framework described by Braun and Clarke ([<reflink idref="bib3" id="ref73">3</reflink>]).</p> <hd id="AN0117840275-7">Research procedure</hd> <p></p> <hd id="AN0117840275-8">Setting-up phase</hd> <p>The proposal to initiate and run teacher consultation groups over the course of one academic year was discussed with each school's principal, with whom the researcher had been working for six months. The schools were selected based on the level of EP referrals for pupils with emotional and behavioural difficulties. Details of the three schools are shown in Table 1.</p> <p>Table 1. Schools: demographics.</p> <p> <ephtml> <table><thead><tr valign="top"><td>School </td><td>Location</td><td>Pupil population</td><td>Number of pupils</td><td>Number of teachers</td></tr></thead><tbody><tr valign="top"><td>1</td><td>Rural (small town)</td><td>Boys Irish </td><td>98</td><td>Total: nine teachers–five class teachers (including acting principal), four resource/learning support teachers</td></tr><tr valign="top"><td>2</td><td>City</td><td>Boys Irish (mainly)</td><td>81</td><td>Total: eight teachers–Principal, two resource/learning support teachers, five class teachers</td></tr><tr valign="top"><td>3</td><td>Suburban (large town)</td><td>Mixed Multidenominational, multi-cultural: Irish, African and Eastern European, including travellers and Roma </td><td>190</td><td>Total: 15 teachers–Principal, seven class teachers, one resource teacher for travellers (RTT), two English as an additional language (EAL) teachers, three learning support/resource teachers, one home-school liaison teacher. Other staff include: school counsellor and school completion programme coordinator </td></tr></tbody></table> </ephtml> </p> <p>Following the principal's agreement, an introductory presentation was given to the whole teaching staff in each of the three schools, following which the teachers and principal were given time to decide whether they wanted to participate.</p> <p>Once agreement was obtained, arrangements were made with the principals and learning support teams with regards to timetabling, meeting location and group membership, and the monthly meeting dates for the year were noted in the schools' and EP's diaries. Each school was allocated an hour per monthly meeting.</p> <p>The principals were each given a referral form (based on questions used in Wagner's [[<reflink idref="bib38" id="ref74">38</reflink>]] Consultation Request form) with the request that it would be completed by the referring teacher the following September prior to the first teacher consultation group meeting. On the referral form, the teacher was asked to outline their concern and the strategies they had used in their efforts to deal with it.</p> <hd id="AN0117840275-9">Implementation phase</hd> <p>Prior to the start of the first meeting, the purpose of this study was again discussed with the participating teachers and they were asked to complete the Pre-intervention Teacher Questionnaire. The teachers were then given a session information sheet, which outlined the session phases and their times, members' roles and sample questions to ask the referring teacher in order to guide them through the process.</p> <p>The teacher consultation group meetings were held monthly for approximately one academic year (from September to the following June). The meetings followed the format of the model described by Farouk ([<reflink idref="bib11" id="ref75">11</reflink>]), but also used, with permission, some of the materials and forms developed by Duffy and Davison ([<reflink idref="bib8" id="ref76">8</reflink>]); the Consultation Summary Record Sheet, Referral, Follow-up Consultation and Reflective Evaluation (teacher) forms. The Post Consultation Group Reflective Evaluation form as completed by the researcher was adapted from the Reflective Evaluation Form completed by the teachers. However, the session information sheet was devised by the researcher.</p> <p>One teacher presented a concern at each meeting. The teacher completed the referral form, which was then photocopied and given to each group member to read for five minutes prior to the start of the meeting. The EP facilitator timed the phases of meeting (as shown in Table 2) and recorded relevant information discussed by the group members in each of the four phases on a Consultation Summary Record Sheet. The notes were read out at the end of each phase so as to ensure that the record was an accurate portrayal of the participants' views and to rectify any ambiguities or omissions of information. The referring teacher was given a Follow-up Consultation Form and asked to complete this prior to the next month's session.</p> <p>Table 2. Teacher consultation group: phases and time.</p> <p> <ephtml> <table><thead><tr valign="top"><td>Phase</td><td>Time</td></tr></thead><tbody><tr valign="top"><td>1. Description and clarification phase</td><td>5 minutes</td></tr><tr valign="top"><td>2. Reflection phase</td><td>10–15 minutes</td></tr><tr valign="top"><td>3. Personal theory generating phase</td><td>10 minutes</td></tr><tr valign="top"><td>4.Strategy generating phase</td><td>10 minutes</td></tr></tbody></table> </ephtml> </p> <p>All group members were requested to complete a Reflective Evaluation Form in order to obtain feedback on the session. The facilitator completed a similar Reflective Evaluation Form.</p> <p>The next month's meeting began with a 10-minute follow-up session, where the previous month's referring teacher updated the group on their concern by describing any noted effects (positive and negative) that had occurred either incidentally, or as a result of the implemented strategies, reviewed the strategies, and considered if further support and follow-up was necessary. After the follow-up meeting, the teacher consultation group for the next referral concern took place. In all, 10 teacher consultation group meetings were scheduled in each of the three participating schools.</p> <hd id="AN0117840275-10">Concluding phase</hd> <p>At the close of the final meeting the teachers were asked to complete Post-intervention Teacher Questionnaires 1 and 2. Semi-structured interviews were conducted with the principal and a core group member from each of the three schools.</p> <hd id="AN0117840275-11">Participants</hd> <p>The teachers from the three selected schools were self-selecting participants and decided among themselves whether they would be core members (attend all sessions) or short-term members (attend termly sessions). Only School 1 opted for short-term members and decided on a rota system so that the SEN teachers that were not included as core members had the chance to participate at some stage during the year in a short-term capacity. The group sizes varied from three to seven members (including the facilitating EP and referring teacher).</p> <p>The initial group composition (as shown in Table 3) was maintained with integrity for the duration of the study in School 1 and all of the teachers in the school participated either as regular members or as referring teachers. However, due to other commitments the group's membership changed in School 2 and significantly reduced in School 3 from five core members to just two as the original format proved to be ambitious and unsustainable for the school.</p> <p>Table 3. Initial teacher consultation group composition for participating schools.</p> <p> <ephtml> <table><thead><tr valign="top"><td /><td>Initial group composition</td></tr><tr valign="top"><td>School </td><td>Core members</td><td>Short-term members</td></tr></thead><tbody><tr valign="top"><td>1</td><td>Acting principal and two resource teachers</td><td>One resource/learning support teacher for five sessions</td></tr><tr valign="top"><td>2</td><td>Principal and resource teacher</td><td>None</td></tr><tr valign="top"><td>3</td><td>Deputy principal/resource teacher for travellers (RTT), home-school liaison teacher, English as an additional language (EAL) teacher, school counsellor and the school completion programme coordinator.</td><td>None </td></tr></tbody></table> </ephtml> </p> <p>Table 4 shows the breakdown in the number of participating teachers over the course of the study period from each of the three schools.</p> <p>Table 4. Number of teachers participating in the study per school.</p> <p> <ephtml> <table><thead><tr valign="top"><td>School</td><td>Number of core and short-term members</td><td>Number of referring teachers</td><td>Total number of participating teachers</td></tr></thead><tbody><tr valign="top"><td>1</td><td>5</td><td>4</td><td>9</td></tr><tr valign="top"><td>2</td><td>2</td><td>5</td><td>7</td></tr><tr valign="top"><td>3</td><td>5</td><td>5</td><td>10</td></tr></tbody></table> </ephtml> </p> <hd id="AN0117840275-12">Results</hd> <p></p> <hd id="AN0117840275-13">Questionnaires</hd> <p>There was a low return of the pre- and post-questionnaires given to the teachers, with only three of the expected seven pre- and post-questionnaires returned from School 2, and three out of the expected 10 pre- and post-questionnaires returned from School 3. The returns from School 1 were better with six of the nine expected post-questionnaires and all of the pre-questionnaires completed. Unfortunately, due to the insufficient number of returned questionnaires, it was not possible to derive any definite conclusions on the effects of running teacher consultation groups in the schools from the results or through the intended statistical analysis, nor is it possible to attribute any effects solely to the running of the groups. For this reason, the quantitative data from the questionnaires will not be discussed further in this article. However, the teachers' responses obtained from questions 4 and 5 in post-questionnaire 2 proved relevant in the thematic analysis.</p> <hd id="AN0117840275-14">Interviews</hd> <p>The data obtained from the semi-structured interviews conducted with the principal and a core group member from each of the three participating schools and the two open questions on the Post-intervention Questionnaire were thematically analysed. The data was organised under two main themes "Giving" and "Sharing". The first theme, "Giving", comprises two sub-themes: "Time" and "Support". A description of the themes and sub-themes is provided in Table 5.</p> <p>Table 5. Description of themes and sub-themes.</p> <p> <ephtml> <table><thead><tr valign="top"><td>Main themes/sub-themes</td><td>Description</td></tr></thead><tbody><tr valign="top"><td>Theme 1: Giving Sub-theme 1:TimeSub-theme 2: Support</td><td>Running teacher consultation groups requires investment and costs are incurred by the school and the educational psychologist (EP). It involves the giving of time to: <list list-type="Bullet"><list-item><p>• run the groups</p></list-item><list-item><p>• the teachers</p></list-item><list-item><p>• the focus on a particular pupil/concern</p></list-item><list-item><p>• the school by the EP</p></list-item></list>Also highlighted was the importance of giving of structured time, and limits to the meetings and phases Teacher consultation groups, if they are to run, need the giving of support to the group and teachers by the: <list list-type="Bullet"><list-item><p>• principal and senior management</p></list-item><list-item><p>• EP</p></list-item><list-item><p>• consultation group members</p></list-item></list></td></tr><tr valign="top"><td>Theme 2: Sharing</td><td>Within the groups sharing occurred between the team members. This includes the sharing of information, strategies, problems and feedback, which helps to foster a sense of collaboration among the group. Through this sharing, learning occurs within the team, which could then spread throughout the school.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0117840275-15">Session information and reflections</hd> <p>At the end of each meeting, the EP noted session information and within-school factors that had an impact on the running of the groups. A range of within-school factors was noted, from lack of preparation for the meetings, delayed start times, staff not attending due to competing demands and external interruptions during the session.</p> <p>Considering the session ratings given by the teachers and the EP at the end of each meeting, School 1 obtained the highest average EP rating (6.7) with the second highest average teacher rating (8.89). The second highest average EP rating was obtained by School 2 (6.25) with the highest average teacher rating (8.96). School 3 obtained both the lowest average EP (<reflink idref="bib5" id="ref77">5</reflink>) and teacher (7.38) ratings.</p> <p>The highest EP session ratings were obtained in sessions where the meeting kept on target with regard to time, all members contributed and engaged in questioning and when an open, relaxed atmosphere existed throughout the session. Teachers' higher ratings were obtained in meetings where perceived useful strategies were generated, and where explorative discussions and information-sharing provided a useful and holistic insight into the pupils' behaviours and needs. Teachers also referred to the opportunity for all members to contribute and the adherence to the timing of the phases. Their reflections highlight the value given to time for discussion, information-sharing and deeper reflection of the pupil with other staff members, and the generation of strategies. The teachers also mentioned acknowledging each other's efforts and successes, and an opportunity to provide support to colleagues.</p> <p>The EP's lowest session ratings were obtained in sessions where teachers were not prepared for the meeting, there were issues with particular group members, such as group domination, and when the facilitator did not have effective control of the group with regards to task and maintenance functions. The teachers' lower ratings were obtained in meetings in which there was a difficulty in generating suitable strategies, issues with time and, in School 3's case, not all members getting ample opportunity to contribute. On the whole, teachers were positive about the teacher consultation groups as their predominant responses to the questions "what didn't go well" and "how could we make it better" were "nothing".</p> <p>The intra-class correlation coefficient was calculated using the <emph>Predictive Analytics SoftWare</emph> (<emph>PASW) Statistics 18</emph> program in order to compare the extent of the correspondence between the teachers' and EP's session ratings. The results showed that there was a moderate correlation between the EP and teacher ratings for Schools 1 and 3 (0.626 and 0.631, respectively) and a weak correlation between the EP and teacher ratings for School 2 (0.383). The reasons for the low correlations are most likely due to the fact that the EP's ratings were based on the processes and interactions occurring within the groups, whereas the teachers' ratings were based on session outcomes, such as strategy generation and sharing of information.</p> <hd id="AN0117840275-16">Discussion</hd> <p>The study was guided by four research questions. Within the scope of this article, there can only be a discussion summary of the results in relation to each question.</p> <hd id="AN0117840275-17">Research question 1: What factors (a) help and (b) hinder the running of Farouk's teacher con...</hd> <p>A number of critical factors was identified as being both a help and a hindrance to the effective running of the teacher consultation groups: organisation and planning; willingness to change (school and individual teachers); relationships; group composition; and facilitator effectiveness.</p> <p>The "Giving" theme and "Time" sub-theme, identified earlier, are illustrated under organisation and planning, with regards to the schools giving time for meeting preparation and planning, and providing sufficent time in their time-table; group composition, by having an optimum group size where all members have time to speak; and the faciliator's effectiveness in managing the speaker's time allotment. The "Support" sub-theme is illustrated under a willingness to change, with regards to the schools' willingness to support the running of the groups and the teachers' willingness to support each other. This requires good staff relationships.</p> <hd id="AN0117840275-18">Research question 2: What do teachers think is the contribution of the external consultant (E...</hd> <p>The teachers in the three schools highly rated the need for an external consultant to run the groups, and apart from School 3, teachers did not feel confident enough to run the groups themselves. This was also found by Hayes et al. ([<reflink idref="bib20" id="ref78">20</reflink>]) in their study. The teachers considered that the EP contributed to the running of the groups by giving advice, and the management of the groups with regards to time, individuals and structure, all of which illustrates the theme "Giving" and sub-themes "Time" and "Support".</p> <p>The role of a consultant is not to give advice or provide solutions, but to work together with the teachers "with equal but differing expertise" to jointly explore the concern and develop their problem-solving skills (Hanko, [<reflink idref="bib17" id="ref79">17</reflink>]). The EP did not set up the groups as an "advice-giving forum" but instead aimed to reduce the teachers' reliance on their EP and develop their skills in supporting each other using their own collective knowledge and experience, as is the aim of all types of consultation groups. However, despite being informed of the EP's role at the start-up of the groups and intermittently over the course of the academic year, the teachers still tended to view the EP as an "expert" (Christie et al., [<reflink idref="bib5" id="ref80">5</reflink>]) who could provide them with advice and answers. As this perception of EPs has been reinforced and built over time given that for years EPs, in this particular region, have been providing schools with a traditional direct referral-based assessment service, the view of the "expert EP" may be difficult to change.</p> <hd id="AN0117840275-19">Research question 3: How was this use of EP's time perceived by the participating teachers?</hd> <p>As the meetings were scheduled to take place each month over the academic year, the EP was visiting the schools more frequently and on a more regular basis than if the groups were not running. This time (a "Giving" sub-theme), was appreciated by Schools 1 and 2.</p> <p>Even though the teachers viewed the EP as an advice-giving expert, the teachers in Schools 1 and 2 rated the consultation groups highly with regards to being a "useful form of EP support" (a "Giving" sub-theme). Also, after having seen the benefits of the consultation groups, the teachers appeared to be moving away from the traditional view of the EP as an assessor. Conversely, School 3 did not rate the groups as a useful form of EP support and would have instead preferred the traditional model of service delivery with the EP in the assessor role as a means of accessing more resources.</p> <hd id="AN0117840275-20">Research question 4: What were participating teachers' perceptions of Farouk's teacher consul...</hd> <p>The evaluation of the teachers' perceptions of the usefulness and value of Farouk's teacher consultation group approach derived from their interview and questionnaire responses, as well as their end of session reflections highlighting a number of key benefits. These benefits illustrate the "Giving" and "Sharing" themes.</p> <p>In terms of the usefulness of sessions, teachers emphasised: time for discussion and information-sharing; opportunity for deeper reflection about the pupil; and generation of strategies. So far as value to the school, the most significant features to emerge were the opportunities provided to support and be supported by colleagues, and the ways in which other pupils in the school also benefited through a combination of teachers enhancing their behaviour management skills and generalising strategies discussed in the group beyond the target pupil.</p> <hd id="AN0117840275-21">Limitations of this study</hd> <p>By reflecting on the research process, the researcher has identified the study's strengths and also some methodological limitations and ways in which the study could have been carried out differently.</p> <p>This study's reliability and validity were increased through incorporating the methodological guidelines for reporting on qualitative research, as recommended by Elliott, Fischer, and Rennie ([<reflink idref="bib9" id="ref81">9</reflink>]). The criteria include:</p> <p></p> <ulist> <item> • situating of the sample: which was accomplished by providing descriptions of the participating schools and the basis for their selection;</item> <p></p> <item> • coherence: which was achieved through the clear description of the process of theme generation, organisation and selection using Braun and Clarke's ([<reflink idref="bib3" id="ref82">3</reflink>]) thematic analysis framework. This helped to provide a transparent account of the analysis and negated ambiguities in the researcher's interpretations of the results;</item> <p></p> <item> • credibility checks: which were achieved through comparing the researcher's initial categorisation of supporting thematic data with her colleagues' categorisations to ensure consensus, and increase the reliability of the study's findings;</item> <p></p> <item> • owning one's perspective: which was achieved through disclosing and making explicit the researcher's background, epistemological and theoretical positions, values and assumptions, thereby enabling facilitation of the readers' interpretations and analysis and allowing them to consider alternative interpretations;</item> <p></p> <item> • grounding in examples: achieved through providing many data examples when illustrating the themes and when discussing the teacher and facilitator reflections, and the effects of teacher consultation groups;</item> <p></p> <item> • resonating with readers: addressed through the clear and comprehensive presentation of the researcher's interpretations so as to facilitate understanding and clarity of the interpretations and data analysis;</item> <p></p> <item> • accomplishing general versus specific research tasks: which was achieved through the study's focus on just three primary schools with a particular cohort of pupils.</item> </ulist> <p>However, the researcher advises caution over the generalisation of the findings to other schools and different contexts. In fact, generalisability of the findings was not the researcher's intention as the overarching aim was to investigate the process of introducing consultation groups as a new mode of service provision, and to provide a systematic and comprehensive account of this process which it is hoped would help to inform EPs of the benefits and pitfalls of the groups when introducing them to other Irish schools in the future.</p> <p>A major strength of this study is that data and method triangulation were used throughout the data collection procedure. According to Tindall ([<reflink idref="bib37" id="ref83">37</reflink>], p. 145) "triangulation allows illumination from multiple standpoints" and facilitates "richer and potentially more valid interpretations". Data triangulation involved the collection of feedback and reflections from different participants (principals, teachers and facilitator) at different stages during the research process (beginning and end of the research, and after each consultation group session) and sites (schools in three different locations, two urban and one rural). Method triangulation was achieved by incorporating interviews, pre- and post-questionnaires, as well as teacher and facilitator reflections into the data collection procedure. By using two or more methods, the data validity was increased as it helped to overcome the limitations and distortions that could have occurred by using just one method (Tindall, [<reflink idref="bib37" id="ref84">37</reflink>]).</p> <p>In addition, the study used the group consultation model described by Farouk ([<reflink idref="bib11" id="ref85">11</reflink>]), which was subsequently implemented by Duffy and Davison ([<reflink idref="bib8" id="ref86">8</reflink>]). The findings of this study were compared with the earlier researcher's and other research findings on consultation groups. This ensured that the interpretation of this study's results were more valid and reliable than they would otherwise have been.</p> <p>The study's limitations include:</p> <p></p> <ulist> <item> 1. In retrospect, the researcher could have adopted a multiple case study approach in order to support a comprehensive comparative analysis of the three participating primary schools. A case study approach allows for freedom and diversity with respect to method selection for data collection and analysis in order to produce an accurate and detailed account of the cases (Willig, [<reflink idref="bib41" id="ref87">41</reflink>]). A combination of qualitative and quantitative methods could have been chosen. Apart from interviews, questionnaires and reflections (which were used in this study), other methods that could have been used include participant diaries where the referring teacher could give an account of pupil outcomes following the consultation and session observations.</item> <p></p> <item> 2. Although the participating schools acted as a comparison to each other, the study used no comparison group. Other primary schools could have been asked to complete Questionnaire 1 to compare differences between the participating and comparison group schools at the beginning and end of the intervention period.</item> <p></p> <item> 3. Given that there was a low return of completed questionnaires, it may have been better to have conducted semi-structured interviews or focus groups with a sample of participating teachers from each of the three schools at the beginning and end of the study. This may have assisted the researcher to draw more definite conclusions on the effects of teacher consultation groups on the teachers' confidence with regards to their behaviour management skills and supporting pupils with SEBD. During the interviews the teachers could also have been asked to fill in the pre- and post-questionnaires there and then to ensure their completion.</item> <p></p> <item> 4. Alternative data collection methods could also have been considered, such as the video- or audio-recording of sessions or having an observer (or co-facilitator as was done by Duffy and Davison [[<reflink idref="bib8" id="ref88">8</reflink>]], Nugent et al. [[<reflink idref="bib31" id="ref89">31</reflink>]], and Stringer et al. [[<reflink idref="bib35" id="ref90">35</reflink>]]). In this way the researcher could have noted how effectively the groups were functioning with regards to teacher participation and the quality of their inputs.</item> <p></p> <item> 5. As the study involved a "participant-researcher", the researcher could have enlisted the support of colleagues for data gathering and analysis. For instance, a colleague could have conducted teacher interviews or focus groups. This may have helped to increase the teachers' impartiality and honesty in their responses. Colleagues could also have been asked to analyse the qualitative data obtained from the questionnaires and interviews and their resulting themes compared with that of the researcher. This would have helped to increase the study's validity.</item> <p></p> <item> 6. A criticism often levelled at consultation is that due to its indirect nature it is difficult to evaluate the success of consultation outcomes (Crothers et al., [<reflink idref="bib6" id="ref91">6</reflink>]). This study is thus limited as it did not set out to evaluate the success (or not) of the outcomes for the pupils discussed, as its focus was on the setting up of the consultation groups in the schools and the group processes that occurred within them. Although follow-on meetings were held the month after the meeting when the concern was first presented, there were no further follow-ups with the teachers to see if the strategies were working or if further support was needed. As a result some teachers re-referred the same concern a few months later. The referring teachers may therefore have benefited from having another opportunity to update the group (perhaps over the following term) on the changes that had taken place and whether they thought further support was necessary. Other methods that could be used to determine outcome success include directly evaluating the effect for the discussed pupil through, for example, their completion of the Strengths and Difficulties Questionnaire before and after strategy implementation (requiring parental permission), obtaining teacher feedback outside of the group sessions via an outcome evaluation questionnaire or interview, seeking the views of the pupils concerned, and seeking the views of parents.</item> </ulist> <hd id="AN0117840275-22">Implications for professional practice</hd> <p>A number of implications for professional practice and school service delivery arose from this study.</p> <p></p> <ulist> <item> 1. Consultation needs to be promoted within schools and its effectiveness highlighted to management, teachers and parents. To do this EPs should work at a whole school level by informing teachers about consultation, what it is about, their role and the role of the consultant EP. With regards to consultation groups, schools could be provided with taster sessions or even trial periods extended over a term so that the teachers get a sense of what is expected of them and how they can support each other without an over-reliance on their EP. To empower schools further, EPs could provide facilitator training courses for teachers, as was provided by Duffy and Davison ([<reflink idref="bib8" id="ref92">8</reflink>]) and Stringer et al. ([<reflink idref="bib35" id="ref93">35</reflink>]). The trained teacher facilitators could initially work alongside the EP facilitator until they become more confident and skilled to go it alone.</item> <p></p> <item> 2. This study highlights the importance of the EP knowing their schools both as organisations and the personalities within, and for good working relationships to have been built up with the staff. As this takes time, it is therefore advisable that before introducing consultation groups which require commitment, planning and organisation on the part of the teachers and the school, the EP has worked with the school staff for at least one year in order to have become established.</item> <p></p> <item> 3. Consultation groups provide EPs with an ideal opportunity for joint working. After having facilitated the consultation groups single-handedly, the researcher can see the need for a co-facilitator (as was used by Duffy and Davison [[<reflink idref="bib8" id="ref94">8</reflink>]], Nolan and Moreland [[<reflink idref="bib30" id="ref95">30</reflink>]], and Stringer et al. [[<reflink idref="bib35" id="ref96">35</reflink>]]), as it is quite difficult to attend to the task and maintenance functions required to facilitate the groups, while at the same time take notes and process information. Co-facilitation benefits the consultation groups as it allows for deeper listening, reflecting and observation by one EP, while the other EP is attending to the group. It also benefits the EPs themselves as they have the opportunity to learn from each other and share their psychology (Nolan & Moreland, [<reflink idref="bib30" id="ref97">30</reflink>]).</item> <p></p> <item> 4. EPs should be aware that consultation groups do not necessarily lead to a reduction in the number of pupil referrals, as over the course of the discussion it may become evident that the pupil requires direct EP involvement. Also, as the EP is visiting the school on a more frequent and regular basis, consultation groups require more of the EP's time. However, this researcher considers this extra time and involvement as beneficial, as it builds up the working relationships between the EP and the school, as well as encouraging teachers to support each other in the period between the consultation group meetings.</item> </ulist> <hd id="AN0117840275-23">Conclusion</hd> <p>Farouk's ([<reflink idref="bib11" id="ref98">11</reflink>]) teacher consultation group approach was introduced and run over one academic year in three primary schools. The willingness of the teachers in the three schools to accept this new form of EP support and the value that they placed on the groups was mainly dependent on the steadfastness of their view of EPs as "assessors" and "gatekeepers" to resources. Certain factors hindered the running of the groups including the capacity of management and teachers to change, relationships and facilitator effectiveness. Because of the insufficient number of returned questionnaires, it was not possible to derive any definite conclusions on the effects of running teacher consultation groups in the schools from the results, nor is it possible to attribute any effects solely to the running of the groups. It remains, though, that the results <emph>suggest</emph> Farouk's consultation groups approach provided the teachers with an organised time for discussion, information-sharing and learning. The teachers considered that this helped to enhance their behaviour management skills through the sharing and implementation of strategies through teamwork. In turn, this enabled positive change to occur within the schools through the provision of support to class teachers due to the recognition that it is not just a class teacher's problem but a whole staff concern.</p> <hd id="AN0117840275-24">Acknowledgements</hd> <p>The authors would like to acknowledge the teachers and schools who took part in this research and gave so generously of their time to participate in the consultation groups. This article is based upon the first author's doctoral research completed as part of University College London's CPD Doctorate in Educational Psychology, and was supervised by the second author. The authors also wish to acknowledge the contribution of Dr Sean Cameron who supervised this research over the course of four years up until his retirement from University College London in 2012.</p> <hd id="AN0117840275-25">Appendix 1. Pre-intervention Teacher Questionnaire/Post-intervention Teacher Questionnaire 1...</hd> <p></p> <p> <ephtml> <table><thead><tr valign="top"><td /><td /><td>1–10</td></tr></thead><tbody><tr valign="top"><td>1</td><td>On a scale of 1 to 10, how would you rate your confidence to manage behaviour effectively in your classroom?</td><td /></tr><tr valign="top"><td>2</td><td>Could you rate your confidence to problem-solve situations where a pupil's behaviour is particularly challenging in your class?</td><td /></tr><tr valign="top"><td>3</td><td>How good are your current opportunities for discussion and planning with colleagues in relation to behavioural issues?</td><td /></tr><tr valign="top"><td>4</td><td>Do you find it easy to talk to colleagues about behaviour difficulties in school?</td><td /></tr><tr valign="top"><td>5</td><td>To what extent do you feel your behaviour management skills make a difference to the pupils in your class?</td><td /></tr><tr valign="top"><td>6 </td><td>How satisfied are you with your job overall at present?</td><td /></tr><tr valign="top"><td>7 </td><td>How stressful would you say your job is at present?</td><td /></tr></tbody></table> </ephtml> </p> <p>Adapted from Hayes et al. ([<reflink idref="bib20" id="ref99">20</reflink>]).</p> <hd id="AN0117840275-26">Appendix 2. Post-intervention Teacher Questionnaire 2.</hd> <p></p> <p> <ephtml> <table><thead><tr valign="top"><td /><td /><td>1–10</td></tr></thead><tbody><tr valign="top"><td>1</td><td>Please rate the value of the four process steps in the Teacher Consultation Group as contributing to purposeful discussions around behaviour management:<list list-type="Bullet"><list-item><p>a. Clarifying problem situations.</p></list-item><list-item><p>b. Building up an understanding of the problem situation.</p></list-item><list-item><p>c. Generating a range of possible intervention approaches.</p></list-item></list></td><td /></tr><tr valign="top"><td>2</td><td>Please rate the value of the process overall.</td><td /></tr><tr valign="top"><td>3</td><td>Please rate the value of the Teacher Consultation Group in terms of outcomes for the teachers in your school.</td><td /></tr><tr valign="top"><td>4</td><td>Please rate the value of the Teacher Consultation Group in terms of outcomes for your own management of behaviour.</td><td /></tr><tr valign="top"><td>5</td><td>How confident would you feel about facilitating (running it yourself) another group using the same process?</td><td /></tr><tr valign="top"><td>6</td><td>Please rate to what extent you feel the support of an external consultant (e.g. educational psychologist) is needed.</td><td /></tr><tr valign="top"><td>7</td><td>Are Teacher Consultation Groups an effective form of professional and emotional support?</td><td /></tr><tr valign="top"><td>8</td><td>Please rate to what extent you feel that Teacher Consultation Groups have been a good use of your time.</td><td /></tr><tr valign="top"><td>9</td><td>Please rate to what extent you feel that the Teacher Consultation Groups have been a useful form of support from the educational psychologist. </td><td /></tr><tr valign="top"><td>10</td><td>Please comment on what you feel have been the main effects of your participation in the group</td><td /></tr><tr valign="top"><td>11</td><td>Were there any additional service(s) which the educational psychologist could have provided?</td><td /></tr></tbody></table> </ephtml> </p> <hd id="AN0117840275-27">Appendix 3. Teacher Interview Schedule.</hd> <p></p> <ulist> <item> 1. Do you feel that the monthly teacher consultation group sessions were of benefit to the school? Why?</item> <p></p> <item> 2. What would a school need to be able to effectively run regular group sessions?</item> <p></p> <item> 3. Can you suggest any changes that you would make if running the groups again?</item> <p></p> <item> 4. Were the groups a useful form of your educational psychologist's time?</item> </ulist> <ref id="AN0117840275-28"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref25" type="bt">1</bibl> <bibtext> This article was originally published with errors. This version has been amended. Please see Corrigendum (<ulink href="http://dx.doi.org/10.1080/02667363.2016.1178009">http://dx.doi.org/10.1080/02667363.2016.1178009</ulink>).</bibtext> </blist> </ref> <ref id="AN0117840275-29"> <title> References </title> <blist> <bibtext> Annan, M., & Moore, S. (2012). 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  Data: Introducing Farouk's Process Consultation Group Approach in Irish Primary Schools
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  Data: <searchLink fieldCode="AR" term="%22Hayes%2C+Marie%22">Hayes, Marie</searchLink><br /><searchLink fieldCode="AR" term="%22Stringer%2C+Phil%22">Stringer, Phil</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology+in+Practice%22"><i>Educational Psychology in Practice</i></searchLink>. 2016 32(2):145-162.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychologists%22">Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Consultants%22">Consultants</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Role%22">Counselor Role</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink>
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  Data: 10.1080/02667363.2015.1129939
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  Data: Research has shown that teacher consultation groups increase teachers' behaviour management skills through discussion and collaborative problem-solving. Unlike the United Kingdom, at the time of this research consultation groups were not widely used in Irish schools. This research introduced Farouk's process consultation approach in three Irish mainstream primary schools and evaluated the consultation groups over one academic year. The schools were selected based on their level of referrals to the educational psychologist (EP) for pupils presenting with behavioural difficulties. The study utilised a mixed methods design comprising mainly qualitative and some quantitative analysis. The data were obtained from participant and researcher reflections, interviews and questionnaires. Thematic analysis was used to derive themes from the data. The results suggest that the groups provided the teachers with an organised time for discussion, information-sharing and learning, which enhanced their behaviour management skills through the sharing of strategies and their implementation through teamwork. However, due to the poor return of teacher questionnaires it is not possible to derive any definite conclusions.
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        PageCount: 18
        StartPage: 145
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Ireland
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      – TitleFull: Introducing Farouk's Process Consultation Group Approach in Irish Primary Schools
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