Studying Interpersonal Influence Within School Consultation:Social Power Base and Relational Communication Perspectives

Handbook of Research in School Consultation

Volumn , Issue , 2014, Pages 293-322

  Erchul, William P ^a   Grissom, Priscilla F ^a   Getty, Kimberly C ^a  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85150550308     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (88)

1. Allport, G. W. (1985). The historical background of social psychology. In G. Lindzey & E. Aronson (Eds.), The handbook of social psychology (3rd ed., Vol. 1, pp. 1–46). New York: Random House.
2. Bakeman, R., & Quera, V. (1995). Analyzing interaction: Sequential analysis with SDIS and GSEQ. New York: Cambridge University Press.
3. Bateson, G. (1935). Culture contact and schismogenesis. Man, 35, 178–183.
4. Bateson, G. (1958). Naven (2nd ed.). Stanford, CA: Stanford University Press.
5. Bateson, G., Jackson, D. D., Haley, J., & Weakland, J. (1956). Toward a theory of schizophrenia. Behavioral Science, 1, 251–264.
6. Bergan, J. R. & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum.
7. Bergan, J. R., & Tombari, M. L. (1975). The analysis of verbal interactions occurring during consultation. Journal of School Psychology, 13, 209–226.
8. Brown, D. (1993). Defining human service consultation. In J. E. Zins, T. R. Kratochwill,& S. N. Elliott (Eds.), Handbook of consultation services for children: Applications in educational and clinical settings (pp. 46–64). San Francisco: Jossey-Bass.
9. Cienki, J. A. (1982). Teachers’ perception of consultation asa function of consultants’ use of expert and referent power (Doctoral dissertation, University of Pennsylvania). Dissertation Abstracts International, 43 (3-A), 725.
10. Coch, L., & French, J. R. P. (1948). Overcoming resistance to change. Human Relations, 1, 512–532.
11. Conoley, J. C., & Conoley, C. W. (1981). Toward prescriptive consultation. In J. C. Conoley (Ed.), Consultation in schools: Theory, research, procedures (pp. 265–293). New York: Academic Press.
12. Conoley, J. C., & Gutkin, T. B. (1986). School psychology: A reconceptualization of service delivery realities. In S. N. Elliott & J. C. Witt (Eds.), The delivery of psychological services in schools: Concepts, processes, and issues (pp. 393–424). Hillsdale, NJ: Erlbaum.
13. Courtright, J. A., Millar, F. E., & Rogers-Millar, L. E. (1979). Domineeringness and dominance: Replication and expansion. Communication Monographs, 46, 179–192.
14. Crowe, D. S. (1982). Effects of expert and referent power in the consultation process (Doctoral dissertation, University of Georgia). Dissertation Abstracts International, 43, 1887A.
15. Daly, J. A., & Wiemann, J. M. (Eds.). (1994). Strategic interpersonal communication. Hillsdale, NJ: Erlbaum.
16. DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.
17. Duncan, H. D. (1967). The search for a social theory of communication in American sociology. In F. E. X. Dance (Ed.), Human communication theory (pp. 236–263). New York: Holt, Rinehart& Winston.
18. Elliott, S. N., & Von Brock Treuting, M. (1991). The Behavior Intervention Rating Scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 43–51.
19. Erchul, W. P. (1987). A relational communication analysis of control in school consultation. Professional School Psychology, 2, 113–124.
20. Erchul, W. P. (1992a). On dominance, cooperation, teamwork, and collaboration in school-based consultation. Journal of Educational and Psychological Consultation, 3, 363–366.
21. Erchul, W. P. (1992b). Social psychological perspectives on the school psychologist’s involvement with parents. In F. J. Medway & T. P. Cafferty (Eds.), School psychology: A social psychological perspective (pp. 425–448). Hillsdale, NJ: Erlbaum.
22. Erchul, W. P. (1999). Two steps forward, one step back: Collaboration in school-based consultation. Journal of School Psychology, 37, 191–203.
23. Erchul, W. P., & Chewning, T. G. (1990). Behavioral consultation froma request-centered relational communication perspective. School Psychology Quarterly, 5, 1–20.
24. Erchul, W. P., Covington, C. G., Hughes, J. N., & Meyers, J. (1995). Further explorations of request-centered relational communication within school consultation. School Psychology Review, 24, 621–632.
25. Erchul, W. P., Hughes, J. N., Meyers, J., Hickman, J. A., & Braden, J. P. (1992). Dyadic agreement concerning the consultation process and its relationship to outcome. Journal of Educational and Psychological Consultation, 3, 119–132.
26. Erchul, W. P., & Martens, B. K. (2002). School consultation: Conceptual and empirical bases of practice (2nd ed.). New York: Kluwer Academic/Plenum.
27. Erchul, W. P., & Raven, B. H. (1997). Social power in school consultation:A contemporary view of French and Raven’s bases of power model. Journal of School Psychology, 35, 137–171.
28. Erchul, W. P., Raven, B. H., & Ray, A. G. (2001). School psychologists’ perceptions of social power bases in teacher consultation. Journal of Educational and Psychological Consultation, 12, 1–23.
29. Erchul, W. P., Raven, B. H., & Whichard, S. M. (2001). School psychologists and teacher perceptions of social power bases in school consultation. Journal of School Psychology, 39, 483–497.
30. Erchul, W. P., Raven, B. H., & Wilson, K. E. (2004). The relationship between gender of consultant and social power perceptions within school consultation. School Psychology Review, 33, 582–590.
31. Erchul, W. P., & Schulte, A. C. (1990). The coding of consultation verbalizations: How much is enough? School Psychology Quarterly, 5, 256–264.
32. Erchul, W. P., Sheridan, S. M., Ryan, D. A., Grissom, P. F., Killough, C. E., & Mettler, D. W. (1999). Patterns of relational communication in conjoint behavioral consultation. School Psychology Quarterly, 14, 121–147.
33. Escudero, V., & Rogers, L. E. (2004). Analyzing relational communication. In L. E. Rogers & V. Escudero (Eds.), Relational communication: An interactional perspective to the study of process and form (pp. 51–79). Mahwah, NJ: Erlbaum.
34. Evidence-Based Intervention Work Group. (2005). Theories of change and adoption of innovations: The evolving evidence-based intervention and practice movement in school psychology. Psychology in the Schools, 42, 475–494.
35. Folger, J. P., & Puck, S. (1976, April). Coding relational communication: A question approach. Paper presented at the meeting of the International Communication Association, Portland, OR.
36. French, J. R. P., & Raven, B. H. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp. 150–167). Ann Arbor, MI: Institute for Social Research.
37. Grissom, P. F., Erchul, W. P., & Sheridan, S. M. (2003). Relationships among relational communication processes and perceptions of outcomes in conjoint behavioral consultation. Journal of Educational and Psychological Consultation, 14, 157–180.
38. Gutkin, T. B. (1996). Patterns of consultant and consultee verbalizations: Examining communication leadership during initial consultation interviews. Journal of School Psychology, 34, 199–219.
39. Gutkin, T. B. (1997, August). Collaborative versus directive/expert school-based consultation: Reviewing and resolving a false dichotomy. Paper presented at the annual convention of the American Psychological Association, Chicago, IL.
40. Gutkin, T. B. (1999a). The collaboration debate: Finding our way through the maze: Moving forward into the future:A response to Erchul (1999). Journal of School Psychology, 37, 229–241.
41. Gutkin, T. B. (1999b). Collaborative versus directive/prescriptive/expert school-based consultation: Reviewing and resolvinga false dichotomy. Journal of School Psychology, 37, 161–190.
42. Gutkin, T. B., & Conoley, J. C. (1990). Reconceptualizing school psychology from a service delivery perspective: Implications for practice, training, and research. Journal of School Psychology, 28, 203–223.
43. Hale, J. L., Burgoon, J. K., & Householder, B. (2005). The Relational Communication Scale. In V. L. Manusov (Ed.), The sourcebook of nonverbal measures: Going beyond words (pp. 127–139). Mahwah, NJ: Erlbaum.
44. Heatherington, L., & Friedlander, M. L. (1987). Family Relational Communication Control Coding System coding manual. Unpublished manuscript. Williams College, Williamstown, MA.
45. Henning-Stout, M. (1993). Theoretical and empirical bases of consultation. In J. E. Zins, T. R. Kratochwill, & S. N. Elliott (Eds.), Handbook of consultation services for children: Applications in educational and clinical settings (pp. 15–45). San Francisco: Jossey-Bass.
46. Hinkin, T. R., & Schriesheim, C. A. (1989). Development and application of new scales to measure the French and Raven (1959) bases of social power. Journal of Applied Psychology, 74, 561–567.
47. Hughes, J. N. (1992). Social psychological foundations of consultation. In F. J. Medway & T. P. Cafferty (Eds.), School psychology: A social psychological perspective (pp. 269–303). Hillsdale, NJ: Erlbaum.
48. Hughes, J. N., Erchul, W. P., Yoon, J., Jackson, T., & Henington, C. (1997). Consultant use of questions and its relationship to consultee evaluation of effectiveness. Journal of School Psychology, 35, 281–297.
49. Kinsala, M. G. (1985). An investigation of variables affecting perceived consultation outcome: A utilization of expert and referent power theory (Doctoral dissertation, Texas Women’s University). Dissertation Abstracts International, 45, 3922B.
50. Kiresuk, T. J., Smith, A., & Cardillo, J. E. (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: Erlbaum.
51. Knoff, H. M., Hines, C. V., & Kromrey, J. D. (1995). Finalizing the Consultant Effectiveness Scale: An analysis and validation of the characteristics of effective consultants. School Psychology Review, 24, 480–496.
52. Koslowsky, M., Schwarzwald, J., & Ashuri, S. (2001). On the relationship between subordinates’ compliance to power sources and organizational attitudes. Applied Psychology: An International Review, 50, 455–476.
53. Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 341–389.
54. Kruger, R. H. (1984). The effects of problem-related stress, consultant’s approach, and consultant’s source of social power on teacher reactions to behavioral consultation (Doctoral dissertation, University of Cincinnati, 1983). Dissertation Abstracts International, 44, 3637A–3638A.
55. Lambert, N. M. (1973). The school psychologist as a source of power and influence. Journal of School Psychology, 11, 245–250.
56. Marrow, A. J., & French, J. R. P. (1945). Changinga stereotype in industry. Journal of Social Issues, 2, 33–37.
57. Martens, B. K., Erchul, W. P., & Witt, J. C. (1992). Quantifying verbal interactions in school-based consultation:A comparison of four coding schemes. School Psychology Review, 21, 109–124.
58. Martens, B. K., Kelly, S. Q., & Diskin, M. T. (1996). The effects of two sequential-request strategies on teachers’ acceptability and use of a classroom intervention. Journal of Educational and Psychological Consultation, 7, 211–221.
59. Martin, R. (1978). Expert and referent power:A framework for understanding and maximizing consultation effectiveness. Journal of School Psychology, 16, 49–55.
60. Martin, R., & Curtis, M. (1980). Effects of age and experience of consultant and consultee on consultation outcome. American Journal of Community Psychology, 8, 733–736.
61. Millar, F. E., & Rogers, L. E. (1976). A relational approach to interpersonal communication. In G. R. Miller (Ed.), Explorations in interpersonal communication (pp. 87–103). Beverly Hills, CA: Sage.
62. Mintzberg, H. (1983). Power in and around organizations. Englewood Cliffs, NJ: Prentice Hall.
63. Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
64. O’Keefe, D. J., & Medway, F. J. (1997). The application of persuasion research to consultation in school psychology. Journal of School Psychology, 35, 173–193.
65. Olson, D. H., & Cromwell, R. E. (1975). Power in families. In R. E. Cromwell& D. H. Olson (Eds.), Power in families (pp. 3–11). Beverly Hills, CA: Sage.
66. Parks, M. R. (1977). Relational communication: Theory and research. Human Communication Research, 3, 372–381.
67. Pierro, A., De Grada, E., Raven, B. H., & Kruglanski, A. W. (2004). Fonti, antecedentie conguenti del potere organizzativi: L’Interpersonal Power/Interaction Model. In A. Pierro (Ed.), Potere e leadership (pp. 33– 58). Rome: Carocci.
68. Podsakoff, P. M., & Schriesheim, C. A. (1985). Field studies of French and Raven’s bases of power: Critique, reanalysis, and suggestions for future research. Psychological Bulletin, 97, 387–411.
69. Raven, B. H. (1965). Social influence and power. In I. D. Steiner& M. Fishbein (Eds.), Current studies in social psychology (pp. 371–382). New York: Holt, Rinehart& Winston.
70. Raven, B. H. (1992). A power/interaction model of interpersonal influence: French and Raven 30 years later. Journal of Social Behavior and Personality, 7, 217–244.
71. Raven, B. H. (1993). The bases of power: Origins and recent developments. Journal of Social Issues, 49, 227–251.
72. Raven, B. H., Schwarzwald, J., & Koslowsky, M. (1998). Conceptualizing and measuring a power/interaction model of interpersonal influence. Journal of Applied Social Psychology, 28, 307–332.
73. Roberts, L. A. (1985). School psychological consultation outcomes and perception of consultant power base (Doctoral dissertation, University of Connecticut, 1984). Dissertation Abstracts International, 46, 382A.
74. Rogers, L. E., & Escudero, V. (Eds.). (2004). Relational communication: An interactional perspective to the study of process and form. Mahwah, NJ: Erlbaum.
75. Rogers, L. E., & Farace, R. V. (1975). Analysis of relational communication in dyads: New measurement procedures. Human Communication Research, 1, 222–239.
76. Rogers-Millar, L. E., & Millar, F. (1979). Domineeringness and dominance: A transactional view. Human Communication Research, 5, 238–246.
77. Ruesch, J. (1973). Therapeutic communication. New York: Norton.
78. Schulte, A. C., & Osborne, S. S. (2003). When assumptive worlds collide: A review of definitions of collaboration in consultation. Journal of Educational and Psychological Consultation, 14, 109–138.
79. Schwarzwald, J., Koslowsky, M., & Agassi, V. (2001). Captain’s leadership type and police officers’ compliance to power bases. European Journal of Work and Organizational Psychology, 10, 273–290.
80. Schwarzwald, J., Koslowsky, M., & Ochana-Levin, T. (2004). Usage of and compliance with power tactics in routine versus nonroutine work settings. Journal of Business and Psychology, 18, 385–402.
81. Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: A procedural manual. New York: Plenum.
82. Short, R. J., Moore, S. C., & Williams, C. (1991). Social influence in consultation: Effect of degree and experience on consultees’ perceptions. Psychological Reports, 68, 131–137.
83. Tracey, T. J., & Ray, P. B. (1984). Stages of successful time-limited counseling: An interactional examination. Journal of Counseling Psychology, 31, 13–27.
84. Von Brock, M. B., & Elliott, S. N. (1987). Influence of treatment effectiveness information on the acceptability of classroom interventions. Journal of School Psychology, 25, 131–144.
85. Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967). Pragmatics of human communication: A study of interactional patterns, pathologies and paradoxes. New York: Norton.
86. Witt, J. C., Erchul, W. P., McKee, W. T., Pardue, M. M., & Wickstrom, K. F. (1991). Conversational control in school-based consultation: The relationship between consultant and consultee topic determination and consultation outcome. Journal of Educational and Psychological Consultation, 2, 101–116.
87. Wosinka, W., Cialdini, R. B., Barrett, D. W., & Reykowski, J. (Eds.). (2001). The practice of social influence in multiple cultures. Mahwah, NJ: Erlbaum.
88. Zins, J. E., & Erchul, W. P. (1995). Best practices in school consultation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 606–623). Washington, DC: National Association of School Psychologists.