ABSTRACT
Interestingly, this view acknowledging the value of social power and in!uence to explain processes and outcomes of school consultation comprises one side of what has been termed the collaboration debate (Erchul, 1999; Gutkin, 1999a, 1999b). It is beyond the scope of this chapter to delineate the nuances of this debate; however, central to our purpose is a point made by Schulte and Osborne (2003) when tracing the history of collaboration within consultation. In citing early organizational research on the role of factory supervisors’ participation in reducing their resistance to change (i.e., Coch & French, 1948; Marrow & French, 1945), Schulte and Osborne noted that “collaboration was seen as a way for a consultant to exert in!uence and induce change without eliciting … resistance from the consultee because there was no attempt to directly or overtly change consultee beliefs or actions” (p. 121). "us, inviting consultee participation — one way to operationalize collaboration — has been acknowledged as a successful means to achieve social in!uence in consultation for over 60 years.
