Abstract

Mental health consultation to teachers of handicapped children is becoming increasingly important as schools expand their programs for these special students. Effective consultation requires attention to factors which influence the consultant-consultee relationship. This paper explores the issues of role identity and role negotiation in establishing a viable consultation contract with a school program for multihandicapped deaf children and discusses guidelines for dealing with the consequences of role confusion and conflict in this consultation relationship.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 579-585
Launched on MUSE
2013-04-22
Open Access
No
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