ABSTRACT
In this chapter, we review the social cognitive theory model of consultation (SCTC), exploring the assumptions of social cognitive theory (SCT) and the role of motivation in the consultation process. We provide a comprehensive description of the SCTC process, including the characteristics and the nature of the consultative relationship, the assessment process, the statement of the problem and identification of goals, the selection and implementation of interventions, and the monitoring and evaluation of interventions. The role of the consultant is also reviewed. Although there are no outcome studies regarding SCTC, we summarize the research regarding the essential components of SCTC, including studies focusing upon the importance of the consultant-consultee relationship, teachers’ motivation and self-regulation, and the self-efficacy of teachers’ and school-based consultants. Finally, we provide consultation case examples involving students, teachers, families, and systems-level problems.
