ABSTRACT
In the past several decades, a number of di#erent consultation models have emerged to address educational and psychological issues in schools and mental health settings (Brown, Pryzwansky, & Schulte, 2006). Each of the major models discussed in this volume — mental health consultation (MHC) (i.e., consultee-centered consultation [C-CC] approach), behavioral consultation (BC), conjoint behavioral consultation (CBC), instructional consultation (IC), and organizational development consultation (ODC) — has its own distinct history and features, but they also share several important characteristics. "ese common characteristics, to some extent, facilitate the process of examining issues relevant to consultation process and outcome.
