ABSTRACT
In schools, most consultation services begin with someone having a problem or a concern that calls for additional support or a desire for collaboration. The problem-solving process has been adapted into the schools, both in direct service through behavior analysis models and in indirect models of consultation. In the School Consultation model, the process begins with an understanding of the context, a commitment to building relationships with consultees, and developing effective communication skills to be used during the problem-solving stages in order to enable the consultant and consultee to have a more productive experience. According to T. J. D'Zurilla and M. R. Goldfried, applied psychologists adopted problem-solving methods from basic research and theoretical literature, as those methods came to be viewed as having real-life relevance. Many problem situations are complex, ambiguous, or have conflicting demands, making obvious or usual solutions often ineffective.
