Canadian Journal of

School Psychology
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Book Review: D. Brown, W. B. Pryzwansky, & A. C. Schulte Psychological

Consultation and Collaboration Introduction to Theory and Practice (7th
ed.). Upper Saddle River, NJ: Merrill, 2011
Heather Gobbett
Canadian Journal of School Psychology 2010 25: 349
DOI: 10.1177/0829573510387779
The online version of this article can be found at:
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349

Book Reviews

A final area of strength for this book is its discussion on the use of case studies to
illustrate the everyday use and interpretation of assessment measures associated
with each disorder. Each chapter includes at least one hospital-based clinic assessment report, incorporating the details of the specific disorders that were discussed
throughout the chapter. These case studies provide an excellent practical example of
the assessment considerations and intervention recommendations and allow readers to
gain a more complete understanding of how to interpret assessment results within
the context of a specific disorder. The case studies are an extremely valuable learning resource that serves to clarify the concepts presented in real-world scenarios.
Given that this book is generally well written, there are few criticisms. However, it
is apparent that this book requires some level of prior knowledge regarding specific
disorders in order to gain a comprehensive understanding of the provided material.
The authors assume that the readers have some previous knowledge and understanding
of psychological disorders and, more specifically, of neurology and brain structure.
Although this may not be a significant limitation of the volume, individuals may need
to enhance their neuropsychological understanding in order to more fully comprehend
and appreciate the information provided. Additionally, there are some occasions where
specific terms are used but not clearly defined, and readers must find their own definition of the term (e.g., the Matthew Effect). It is felt that a simple explanation of these
terms may allow readers to more fully understand the authors intent. However, it is
also acknowledged that the strengths and benefits of this book far outweigh the few
limitations noted and these limitations are not significantly detrimental to the understanding and use of this volume.
Overall, this book is a sound and comprehensive text that integrates current research
and theory as well as relevant clinical practice in a way that captures the essence of the
scientistpractitioner approach. It is an excellent graduate-level textbook or reference
guide for current practitioners and provides clear neurological explanations of complex disorders. As well, the discussion of assessment and empirically based interventions will allow graduate students and practitioners alike to further their conceptual
understanding of assessing and treating these disorders.

D. Brown, W. B. Pryzwansky, & A. C. Schulte

Psychological Consultation and CollaborationIntroduction
to Theory and Practice (7th ed.). Upper Saddle River, NJ: Merrill, 2011.
Reviewed by: Heather Gobbett, University of Calgary, Alberta, Canada.
DOI: 10.1177/0829573510387779

Helen Keller perhaps had it right. She realized quickly in life that teamwork and
collaboration were essential and that Alone we can do so little; together we can do
so much (Hermann, 1999, p. 222). Such wisdom is particularly relevant in the area

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Canadian Journal of School Psychology XX(X)

of school psychology, given its maturation as a field from a focus primarily on assessment activities to a broad-based model of service delivery and system change, within
a prevention-focused context (National Association of School Psychologists [NASP],
2006, p. 2). As such, there has been a growing emphasis on the practice of consultation
and collaboration within school psychology. In their newest edition of Psychological
Consultation and Collaboration-Introduction to Theory and Practice (7th Ed.), Brown,
Pryzwansky, and Schulte have provided an excellent update to earlier versions of their
text, capturing current research themes and trends in the field of consultation and
collaboration, and applying them to a psychological context. Dr. Duane Brown is a
professor emeritus at the University of North Carolina, Chapel Hill. He has authored
more than two-dozen books and a hundred articles and book chapters, many of which
deal with the topic of consultation and collaboration. Dr. Walter B. Pryzwansky is also
a professor emeritus at the University of North Carolina, Chapel Hill. In 2009 he was
awarded the Distinguished Service and Contributions to the Profession of Psychology
from the American Board of Professional Psychology (ABPP). Dr. Ann C Schulte is a
professor of psychology and the school psychology program director at North Carolina
State University. Her many research interests include improving the quality of services
and educational outcomes for students with learning disorders. Dr. Schulte has served
as a director of several U.S. federal research grants and on the editorial boards of a
number of school psychology journals.
Building on the need for literature that speaks to the dimensions of human diversity
(Shriberg, 2009), these authors have provided excellent attention to the need for culturally competent practice in consultation. In addition, Brown et al. cover important
current developments such as evidence-based intervention, response to intervention,
and treatment integrity as it relates to psychological consultation. The book is geared
toward those who have an interest in psychological consultation and, as such, would
be an excellent resource for graduate students or those engaged in current consultation.
This 302-page volume is divided into 13 chapters and provides a solid framework for
understanding the practice of consultation and collaboration in psychology. The book
is readable and well organized, with each chapter containing a goal statement, a preview
of the material presented, as well as a summary, tips for practitioners, and review questions. The tips section is particularly helpful because the authors provide advice for the
reader that both captures the essence of the chapter content while framing it in a practical, ready-to-use way.
The first chapter of Psychological Consultation and Collaboration is oriented toward
providing an introduction to the topic. The authors explore definitional issues and cultural
assumptions of consultation and collaboration, looking back over the historical roots of
the practice of consultation, and asking questions about who should be in control of the
consultation process and the role of consultation in social justice issues.
Chapters 2 to 5 outline the major models of consultation. The first of these provides
an overview of mental health consultation, examining its roots, and identifying the four
types of consultation as put forward by Gerald Caplan, one of the first mental health
professionals to write about consultation. The authors of the chapter have provided an

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Book Reviews

excellent context to the historical significance of Caplans work, the current practices
that are attributable to him, as well as implications for future directions in practice.
Notably, they suggest that the mental health consultation model may be particularly
valuable for some of the particular needs of cultural groups that require an indirect,
nonconfrontational method of consultation. The third chapter provides a thorough
examination of the cognitive-behavioral model of consultation.
In this updated 7th edition, the authors have deleted a chapter on Adlerian theory
(though maintain that it is still a viable consultation model) in favor of a chapter on
solution-focused consultation and collaboration (SFCC) , an approach that challenges
traditional theories about consultation. Within this fourth chapter they suggest that the
inclusion of this method of consultation may in fact be the only approach to consultation
and collaboration that is based on the postmodern philosophy of social constructivism.
Brown et al. explore the SFCC model first by examining the contributions of brief
solution-focused therapy (BSFT; de Shazer, 1985), followed by the ways in which SFCC
depart from BSFT. Philosophically, the consultant who follows this theory works more
in the role of a coach or facilitator, seeking to move away from the traditional expertopinion approach of the past. Thus, the consultation is a problem-solving exercise
used to empower the consultee in a relationship-building, goal setting process that
promotes collaboration between professionals. Though the focus of the discussion
of SFCC is on consulting with teachers, there is a short exploration of the use of the
techniques with parents at the end of Chapter 5. The inclusion of SFCC is an excellent
addition to the seventh edition of this text, and while it does a good job of explaining
the theory, the description would have been strengthened by the addition of a table or
chart in the chapter in order to provide a succinct overview of the strategy. Many other
concepts and ideas are presented in this format, and it solidifies the explanations provided within the body of the text.
The final model of outlined by Brown et al. is that of systems theory and organizational consultation (Chapter 5). The authors make an important point within this
chapter that school-based consultants must have a solid grasp on school culture from
a systemic, school-based, and individual-based perspective. They also underscore the
importance of implementing collaborative relationships within the school setting in
order to enhance the learning practice and include a section in this chapter that explores
this theme within the educational setting.
While the initial chapters provide effective overviews of the major theories of
consultation, the remainder of the book focuses on the more practical aspects of consultation and collaboration. Chapter six provides an overview of the stages of the consultation process and the techniques that can be utilized within each stage. In particular, the
authors note the theme of treatment integrity of the consultation process, a current trend
found within educational literature. This aspect of consultation, though much needed
for effective practice, is not commonly thought of or included in the literature. Chapter 7
explores the skills and characteristics of consultants and collaborators. The discussion
here about the difference between expert-level and novice-level problem solving is particularly salient to the practice of school psychology. Brown et al. assert that when solving

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Canadian Journal of School Psychology XX(X)

problems, expert consultants spend a large portion of their time developing a representation of a problem with the consultee, while novice-level consultants spend little time
developing problem representations and rather jump to discussion about possible solutions. This is an excellent observation for those starting out in the profession of school
psychology. The authors also provided excellent discussion about effective crosscultural consultation and collaboration that are also important issues within the climate
of school psychology.
Building on the previous discussion of the skills and characteristics of the consultant,
Chapter 8 addresses a largely unexplored area of consultation practice, the consultee.
The authors encourage us to consider what the consultee brings to the consulting session in terms of training, cognitive, and emotional characteristics. The inclusion of this
chapter highlights the importance of considering the needs of all of the team so that the
process of consultation is effective. Chapters 9 and 10 examine the subjects of teacher
and parent consultation and collaboration and explore ways to promote the most effective methods of gathering data within the consultation practice. The authors provide
excellent examples that can be used by school psychologists, such as the 15-minute
consultation, or the conjoint behavioral consultation that can be used to gather data.
For example, within the 15-minute meeting, the objective is for the consultant to help
the consultee prioritize the problems that seem to most concern them. Once the issues
that seem most problematic are identified, the consultee selects one problem that is most
important to deal with. After developing a hypothesis regarding the problem, the consultee and consultant discuss the interventions that have been tried and those that may
be helpful in the future. Following this short discussion, a date is set for a follow-up to
check to see how the recommendations are progressing. The inclusion of the practical
how-to strategies within this chapter is particularly helpful for those who are new to
the consultation process.
An important theme within the field of school psychology is the concept of databased decision making (NASP, 2006), and Chapter 11 explores this trend within a
consultation and collaboration context. The authors do an excellent job of introducing
major considerations in this regard so as to improve the consultants effectiveness, such
as discussions about the use of objective assessments and evaluations within the consultation process. More important, the authors argue, objective assessment and evaluation
requires careful planning, otherwise it will not yield useful information.
The final portion of the book deals with the issues involved in the consultation
process. Specifically, Chapter 12 provides an overview of the importance of ethical
practice within the consultative process. It is an important inclusion because, although
school psychologists follow a code of ethics within their practice, not all who engage
in a consultative process are members of a professional organization that has a code of
conduct. For that reason, the guidelines included are important. Last, the text concludes
in Chapter 13 with a critical examination of important issues such as the use of consultation and collaboration as we consider the future, research directions, and the use of
consultation versus other forms of intervention.

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Book Reviews

Brown et al. provide an excellent resource for school psychologists. The organization
and readability of the book make it a good text to select for a course on consultation and
collaboration. Psychological Consultation and Collaboration: Introduction to Theory
and Practice (7th Ed.) is a comprehensive work that covers many important aspects that
need to be considered in the consultative process. This book will likely serve as an important resource for all school-based consultants to have and use as part of their professional library.
References
de Shazer, S. (1985). Keys to solution in brief therapy. New York: Norton.
Hermann, D. (1999). Helen Keller: A life. Chicago: University of Chicago Press.
National Association of School Psychologists. (2006). School psychology: A blueprint for training
and practice III. Bethesda, MD: Author.
Shriberg, D. (2009). Consultation in a societal context: Statement of purpose. Journal of Educational
and Psychological Consultation, 19, 93-94.

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