A relational communication analysis of control in school consultation.

Publisher Website
Google Scholar
Abstract
The role of interpersonal power (defined as control) in behavioral consultation was examined using a modified version of the Rogers and Farace (1975) relational communication coding system. Eight doctoral-level psychology students served as consultants to one consultee each across three interviews. Scores for consultants and consultees on two measures of relational control, domineeringness and dominance, were calculated and participants' perceptions were obtained. Results indicated that consultants controlled the dyadic relationship across all stages of consultation, a finding that conflicts with generally accepted principles of school consultation. Consultants having high dominance scores tended to be judged as more effective by consultees, and consultees with high domineeringness scores were judged by consultants as less likely to collect baseline data. Implications for training and research also are offered.

This publication has 0 references indexed in Scilit: