Psychiatric Consultation in a School Program for Multihandicapped Deaf Children

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.