学校咨询抗拒行为分析：心理与教育策略

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"《学校咨询中的抗拒行为：问题的行为分析》是一篇发表在1983年7月《心理学在学校的》(Psychology in the Schools)杂志上的学术论文，由Wayne C. Piersel和Terry G. Gutkin两位来自内布拉斯加大学林肯分校的心理学家撰写。文章主要关注学校心理咨询过程中常见的抗拒现象，并从行为/认知行为学的角度进行深入探讨。论文指出，当心理学家试图与学校工作人员合作时，他们常常会遇到各种形式的抗拒。作者将这种抗拒视为咨询服务中的一个重要问题，并通过行为主义框架来解析其成因。他们强调，抗拒不仅存在于个体层面（如客户的行为改变过程中的抵制），也源自系统（学校环境）和建筑（组织结构）层面上的特定条件或事件（contingencies）。作者引用了临床心理学家（如Abeles, 1979和Wolman, 1965）以及行为治疗师（如Hersen, 1971和Jahn & Lichstein, 1980）的研究，这些专家都认识到抗拒在心理治疗中的核心地位。在学校心理学领域，Abidin (1975)和Deno等学者也开始记录他们在咨询过程中遇到的抗拒案例，表明这是一种普遍且值得深入研究的现象。文章可能进一步讨论了抗拒行为的可能表现形式，比如学生的抵触、教师对新理念的不接纳、或者学校管理层对变革策略的质疑。此外，它还可能涉及如何识别抗拒的触发因素，如何调整咨询策略以降低抗拒，以及如何通过建立有效的沟通和合作关系来应对这一挑战。这篇论文提供了一个理论框架，帮助学校心理学家理解并解决在咨询过程中遇到的抗拒问题，对于提升学校心理健康服务的有效性和适应性具有重要意义。"

Psychology

the

Schools

Volume

20,

July,

1983

RESISTANCE

SCHOOL-BASED CONSULTATION:

BEHAVIORAL ANALYSIS OF THE PROBLEM

WAYNE

PIERSEL

AND

TERRY

GUTKIN

University

Nebraska-

Lincoln

When attempting to consult

with

school personnel, psychologists frequently encounter

various forms of resistance. This paper conceptualizes resistance to consultation ser-

vices within a behavioral/cognitive behavioral framework, and discusses how

resistance can result from contingencies operating at both the system and the building

levels.

Resistance to treatment long has been recognized as a crucial problem for clinical

psychologists. Psychoanalysts and dynamic psychotherapists have generated a massive

amount of literature on this phenomenon, and have assigned resistance a crucial role in

both theory and treatment (e.g., Abeles, 1979; Wolman, 1965). Behavior therapists also

are becoming increasingly concerned about clients who resist the behavior change

process (Hersen, 197 1; Jahn

Lichstein, 1980). Recently, school psychologists have

begun to document their encounters with resistive consultees (e.g., Abidin, 1975; Deno,

1975; Grieger, 1972).

Dorr

(1977), for example, noted anecdotally an experience of his

students who were serving as consultants in elementary schools. The graduate students

had been working with a particularly difficult teacher, and were finally able to record

significant changes

the child’s behavior. The enterprising graduate students graphed

the child’s behavior across baseline and intervention conditions and displayed the graph

to the teacher at one of their weekly consultation meetings. The teacher was reported to

have said,

“I

see your graph but

still don’t believe it” (p.98).

On a more global level, resistance to school-based consultation has led to an ap-

parent paradox. On the other hand, we know that psychologists, teachers, and other

educational personnel consider consultation to be a most important aspect of the service

that psychologists bring to the schools (Bardon, 1976; Cowen

Lorion, 1976; Curtis

Zins, 1981; Fairchild, 1976; Gutkin, 1980; Gutkin, Singer,

Brown, 1980; Hughes,

1979; Kupisch, 1978; Lambert, Sandoval,

Corder, 1975; Lolli, 1980; Manley

Manley, 1978; Martin, Duffey,

Fischman, 1973; Waters, 1973; Sandoval, Note 1). On

the other hand, most studies indicate that practicing school psychologists spend a dis-

proportionately small quantity of time actually delivering consultation services (Cook

Patterson, 1977; Goldwasser, Meyers, Christenson,

Graden, 1981; Hyman, 1978;

Keogh, Kukic, Becker, McLoughlin,

Kukic, 1975; Landau

Gerken, 1979; Mason,

1978; Farling

Hoedt, Note

2).

This apparent paradox is reinforced by Bossard and

Gutkin (Note 3), who found no relationship

(r=.

19,

.05) between teachers’ attitudinal

preference for consultation vs. testing services and their actual use of consultation as op-

posed to testing services. To date, there has been no comprehensive theoretical discussion

of resistance to school-based consultation that can account adequately for these data.

THE GENERAL PARADIGM

Resistance is said to occur when the consultant is unsuccessful

influencing the

consultee to engage actively

a problem-solving process. The authors maintain that

consultee resistance, like other forms of human behavior, can be understood from a

traditional behavioral and the more recent cognitive behavioral perspective (Bandura,

Requests

for

reprints should be sent to Wayne

Piersel, Dept. of Educational Psychology, Educational

Psychology Clinic, University of Nebraska-Lincoln, Lincoln, NE

68588-0345.

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